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Australia’s International Education Policy Reform: Implications for Study Abroad and Working Holiday Pathways for Japanese Students

By Yuka Jibiki

Australia is an important international education provider, especially to its Asian neighbors, known for its quality education, English learning opportunities, and attractive work permits (Tsukamoto, 2009). Between 2023 and 2025, 71.5% of Australia’s international students were from Asian countries (Department of Education 2023). However, since early summer 2024, Australia has implemented dramatic changes in its international education policies that may significantly impact the global student community. 

In December 2023, the Department of Home Affairs announced that the Genuine Temporary Entrant (GTE) requirement for student visas would be replaced by a Genuine Student (GS) requirement after March 23, 2024. Under the new requirement, visa applicants must explain their reasons for choosing a specific course and provider in Australia, allowing better screening of applicants with non-study intentions (Department of Home Affairs, 2024a; 2024b). In July 2024, the government doubled student visa fees from 710 Australian dollars (AUD) to 1,600 AUD (Nikkei Asia, 2024) and planned to limit international student enrollment through an international student cap called the National Planning Level (NPL) for 2025 admissions (Packer, 2024; Study Australia, 2024). 

The policy limiting international student numbers has shocked the international education industry. This could impact the enrollment of Asian international students, who formed a substantial portion of the international student body in Australia. Meanwhile, Canada, another highly popular destination for international students, has taken similar steps. In January 2024, the Canadian government set up a temporary, two-year international student cap to deliver quality education and to improve its student visa programme (Brunner & Cervantes-Macías, 2025; ICEF Monitor, 2024). 

This paper explores how recent changes in Australia’s international education policy have impacted Japanese students’ study abroad. As a practitioner at a Japanese university overseeing study abroad programs in Australia, I have seen how the change, particularly the rise in visa fees, has startled faculty, administrators, students, and families. While the discussion centers on Japanese students, the issues explored here, including rising visa fees and shifts in student mobility, carry implications for policymakers, scholars, and practitioners worldwide.  

Australia witnessed a rapid increase in foreign students after the COVID-19 pandemic suspended outbound travel. It has been one of the most popular choices for international students, including Japanese students, thanks to its geographic proximity, relatively affordable airfare, and well-known working holiday program. In this post-COVID era, Japanese students are eagerly pursuing “revenge” study abroad, an opportunity to reclaim study, work, or living abroad experiences they missed during the pandemic. In 2023, about 10,000 students from Japan studied in Australia, which ranked 16th, accounting for one percent of all international students there (Department of Education, 2023; Department of Home Affairs, 2023). 

International education functions not only as an academic exchange but also as a vital economic sector. Tuition paid by international students in 2022 accounted for 25% of public university revenue. Their economic impact is estimated at more than 30 billion AUD annually (Nikkei Asia, 2024). International education income is a critical financial source “to bridge funding gaps for domestic health education and to underwrite services for socio-economically disadvantaged Australian students” (Ross, 2024). Nonetheless, domestic concerns have prompted the government to shrink the international student population through new policies, including doubling the student visa fees and NPL. The government officials see that increased migration has made housing less affordable. They also want to fix the labor shortage after the pandemic by reducing immigration (Nikkei Asia, 2024). The NPL is intended to free housing and redistribute international enrollments more equitably (Ross, 2024). 

While there is a concern that the NPL would limit study opportunities in Australia, it exempts school students, full-time students in English Language Intensive Courses for Overseas Students (ELICOS), and students in transnational education programs (Study Australia, 2024). Japan is the second-largest source country with 13% of the ELICOS market (BONARD, 2024). Thus, many Japanese students on short- or mid-term study abroad programs may not be significantly affected by the cap. However, these exemptions do little to ease the broader tension. The government’s restrictive measures, driven by concerns over housing affordability and labor market adjustment, curtail the long-term benefit of international education, challenging policymakers to balance immediate domestic needs with sustainable benefits.

Beyond traditional study abroad pathways, Australia’s shifting policies and the post-COVID society are reshaping alternative mobility options like working holidays, which are becoming increasingly popular among Japanese students. In my experience, I have observed students opting for working holidays even after securing full-time job offers, driven by the desire to live abroad without concrete long-term career plans. According to the Japan Association for Working Holiday Makers (JAWHM), the largest number of Japanese people traveled to Australia in June 2023. Factors driving this trend include accelerated yen depreciation and Australia’s higher minimum wage compared to Japan, making this option attractive. Social media fuels an appealing myth that even individuals with limited English proficiency or prior work experience can earn higher wages on a working holiday in Australia. Reality, however, can be less glamorous. Despite the attractive image portrayed online, finding stable employment can be challenging. Increased migration contributes to a crowded labor market. With raising wage costs, employers may be reluctant or even unable to hire additional people. Many young Japanese embark on working holidays without sufficient planning, leaving them vulnerable when the stark realities of a competitive job market and high living costs set in. Consequently, some rely on free meals provided by local charities while struggling financially. The JAWHM warns that success in Australia requires more than determination; it demands local networks, professional connections, business etiquette, professional experience, and English skills to obtain jobs (Handa, 2024; Shūkan Gendai, 2024a; 2024b).

Australia’s new policy may drive interest in other study abroad options (Packer, 2024). Some Japanese universities offer study abroad programs in Southeast Asia, attracted by lower costs in the face of a weakening yen and rising energy prices (Nakagawa, 2023). For example, After COVID, Kyoto Tachibana University saw more interest in its Malaysia program (Matsutani, 2023). Interestingly, Malaysia and other Asian countries host Australia’s transnational education (TNE) programs, providing cost-effective Australian education at offshore campuses. While TNE offers financial advantages for budget-conscious students, it cannot provide the authentic living experience in Australia (Harris, 2024). This fundamental limitation could mean TNE remains an imperfect solution for Japanese students wanting immersion in Australian culture, even as it presents a more affordable pathway to Australian qualifications.

In conclusion, the shifting landscape of Australia’s international education policies has impacted Japanese students’ choices and the development of study abroad programs. These policy changes are in response to social changes and challenges in the post-COVID period, but they require study abroad program developers, scholars, and policymakers to remain agile and forward-thinking. While traditional destinations, such as the US, Canada, and Australia, still hold appeal, especially to English language learning students, there lies a potential for expanding study abroad programs to non-traditional locations and forms. Furthermore, it is essential to provide careful guidance on working holiday pathways. Much like study abroad programs, working holiday opportunities require meticulous planning and preparation. By understanding how these changes affect student mobility and program design, stakeholders can proactively address emerging challenges and leverage new opportunities in the global education market.

References

BONARD. (2024, June). National ELICOS market report 2023. English Australia. https://www.englishaustralia.com.au/documents/item/2442

Brunner, L., & Cervantes-Macías, M. E. (2025). Reflections on Canada’s first international student cap. Critical Internationalization Studies Review, 4 (1), Article 2. DOI: https://doi.org/10.70531/2832-3211.1043

Department of Education, Australian Government. (2023, March 11). International students studying in Australia (2005-2023). International Education Data and Research. https://www.education.gov.au/international-education-data-and-research/international-students-studying-australia-between-2005-and-2023

Department of Home Affairs, Australian Government. (2024a, September 23). Genuine student requirement. https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500/genuine-student-requirement

Department of Home Affairs, Australian Government. (2024b, March 20). New genuine student requirement. News. https://immi.homeaffairs.gov.au/news-media/archive/article?itemId=1187#:~:text=New%20 Genuine%20 Student%20requirements Text=This%20change%20was%20 announced%20as,or%20after%2023%20March%202024

Department of Home Affairs, Australian Government. (2023, November 7). International student and education statistics by nationality.https://www.education.gov.au/international-education-data-and-research/international-student-and-education-statistics-nationality

Handa, N. (2024, September 11). Jobs difficult to find for those on working holiday in Australia. The Asahi Shimbun. https://www.asahi.com/ajw/articles/15395932

Harris, T. (2024, June 18). Transnational education – not a solution to the caps problem. The Koala – International Education News. https://thekoalanews.com/transnational-education-not-a-solution-to-the-caps-problem/

ICEF Monitor. (2024, January 22).Canada announces two-year cap on new study permits. ICEF Monitor. https://monitor.icef.com/2024/01/canada-announces-two-year-cap-on-new-study-permits/

Masutani, F. (November 17, 2023). Study-abroad programs hurt by weaker yen, soaring prices. The Asahi Shimbun. https://www.asahi.com/ajw/articles/15038692

Nakagawa, H. (2023). Shiritsu daigaku ni okeru kaigai ryuugaku puroguramu no genjyou to sono tokuchō – koukateki na kaigai ryuugaku puroguramu kaihatsu ni kansuru ichikousatsu- [Characteristics and current trends of study abroad programs at japanese private universities]. Ikoma Journal of Economics, 21 (1), 85-97,

Nikkei Asia (2024, July 4). Australia ryugakusei visa tesuryo2baini imin yokusei nerai [Australia doubles student visa fees aminig to curb immigration]. https://www.nikkei.com/article/DGXZQOCB0345Q0T00C24A7000000/

Packer, H. (2024, September 3). UK universities expected to benefit from Australian caps. Times Higher Education (THE). https://www.timeshighereducation.com/news/uk-universities-expected-benefit-australian-caps

Ross, J. (2024, September 5). Who wins and who loses if Australia goes ahead with overseas cap? Times Higher Education (THE). https://www.timeshighereducation.com/news/who-wins-and-who-loses-if-australia-goes-ahead-overseas-cap

Shūkan Gendai. (2024a, September 24). “Ichinichi ni rirekisyo 50mai dashitemo saiyou zero” “Comyuryoku ga zetsubouteki” Australia zaijyu nihonjin ga kataru “mukeikaku sugiru wahorisei” no kibishii syusyoku jijyou [Japanese living in Australia talk about the harsh job-hunting conditions of “unplanned working holiday students” who “send out 50 resumes a day and get zero employment” and “are hopeless at communicating]. https://gendai.media/articles/-/138001?imp=0

Shūkan Gendai. (2024b, September 24). “Waholi wo amakumita” nihon no wakamono tachi, sono hisansugiru matsuro… Australia ni sattoumo “homeless muke no syokuryouhaihu ni tyoudano retsu” “shikatanaku genchino kyabakura de hataraku hito mo” [Japanese youths who “underestimated working holiday” and their miserable end… Rushed into Australia but “waiting in a long lines for food distribution to homeless people” and “no choice but to work in local cabarets”]. https://gendai.media/articles/-/138000?imp=0

Study Australia. (2024, August 29). The new student cap: what it means for you. News. https://www.studyaustralia.gov.au/ja/tools-and-resources/news/national-planning-level-2025

Tsukamoto, K. (2009). The Interconnection Between Australia’s International Education Industry and Its Skilled Migration Programs. In: Fegan, J., Field, M.H. (eds) Education Across Borders. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9411-8_4

About the Author

Yuka Jibiki is an assistant professor at Department of International Studies in Tokyo Seitoku University and a PhD student in the University of Sacred Heart, Tokyo. Her work focuses on teaching English as a foreign language, study abroad preparation, reflection, and program management. She is currently exploring how students integrate study abroad experiences with learning at home, with a focus on fostering lifelong learning attitudes and skills. 

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Eulogy: An Update on the Leadership Under Fire Seminar Series

by Abu Arif

Yes, you heard it right. After an 18-month run and six episodes of inspiring dialogue, I have decided to end the Leadership Under Fire seminar series.

Some of you know me; others may not. I’m Abu Arif—son of a Bangladesh liberation war freedom fighter and a poet; husband to a very handsome man; brother to some annoying siblings; an uncle to half a dozen mischievous nephews and nieces; and a self-proclaimed best friend of my best friend. I write to you from the comfort of my home while listening to Meghero Gohonokale and debating whether to record my husband’s snoring. My home is situated on the traditional territory of the Mi’kmaq and Beothuk peoples, known as St. John’s, Newfoundland and Labrador. I am a doctoral candidate and PhD Fellow at the Faculty of Education at Memorial University and an assistant editor of the Critical Internationalization Studies Review.

It was my honor to curate six episodes of the Leadership Under Fire seminar series—a journey through the rugged terrains of internationalization in higher education, where each episode critically examined leadership in international higher education. After several conversations with peers, mentors, and colleagues, I have decided to end this journey so that another can begin.

For the past six months, my heart, like many of yours, has been stirred by global crises. Everywhere I look, I see valleys of loss—bodies, trees, rivers, progressive ideas and policies, our joy, dreams, and faith in our ability to weave a different world. These moments have impelled me to shift my focus from shedding light on the complexities of leadership in the internationalization of higher education to exploring how we might cultivate joy and self-care while living out our purpose amid forces intent on division and despair.

In the words of Maya Angelou, “We may encounter many defeats, but we must not be defeated.” Her wisdom reminds us that resistance work need not be devoid of relational care or moments of joy. As a disobedient son, loving partner, occasionally annoying brother, fun uncle, and an unsure scholar navigating these complex intersections, I affirm that our struggles are interwoven with the necessity of healing, creativity, and deep connection. Stay tuned for a new series launching this summer, where we will continue exploring how to live our truths and cultivate hope and joy—even when we must organize for profound resistance.

Reflecting on the Journey

Our series was a vibrant platform for critical reflection and bold ideas throughout six episodes. Each session offered a unique perspective on the complexities of internationalization in higher education and its intersections with equity, diversity, and inclusion.

  • Episode One: In our inaugural session, we opened with a candid exploration of the “bruises and breezes” of international higher education. Esteemed voices—Dr. William Radford, Dr. Clayton Smith, and Ms. Kate Jennings—set the stage by sharing their diverse experiences, sparking a dialogue about the human cost and promise of internationalization. I asked everyone to bring popcorn, and the panelists gave you the real talk – Dr. Radford stirred controversy, Dr. Smith hung on to his usual balancing tactic, and Ms. Jennings – like a truly international education cadre – walked the rugged terrain as if it were a breezy sea beach. You can find the recording here: https://www.youtube.com/watch?v=xIvYQ8FAaIk.

  • Episode Two: This session focused on the lived experiences of international students and the persistent challenges of racism in academic settings. My dear friend and brilliant student advisor, Georginne Worley, hosted the event. Under the guidance of Priscilla Tsuasam, the conversation was enriched by the insightful contributions of Danai Bélanger and Rohene Boujram. The powerful opening by Dr. Shetina M. Jones will hook you right away, and what follows can be described as weaving strategies for how far the light can reach. Their combined perspectives underscored the necessity of deep listening and systemic change to dismantle barriers to inclusion and Black women leaders’ experience in the Canadian higher education system. https://www.youtube.com/watch?v=LqsXuPaH3VE&t

  • Episode Three: A pivotal moment came in the third episode, as the series shifted its lens to grassroots movements within international higher education. With an inspiring opening from Dr. Sharon Stein and thoughtful moderation by Dr. Melissa Whatley, panelists Dr. Santiago Castiello, Dr. Jenna Mittelmeier, and CJ Tremblay illuminated how community-led initiatives can challenge entrenched norms and ignite transformative change. I hoped for greater live participation, but people wanted to listen to the recording instead. https://www.youtube.com/watch?v=PHVz3XrbME8

  • Episode Four: The fourth episode broadened our perspective by engaging leaders of national and regional organizations lobbying for the internationalization of education. Moderated by Dr. Sonja Knutson, this session featured the powerful contributions of Dr. Dorothea Antonio of NAFSA: Association of International Educators, Dr. Lavern Samuels of International Education Association of South Africa (IEASA), and Vinitha Gengatharan of York University. Their insights reinforced that equitable leadership in international education requires collaboration across borders and sectors. Participants were not shy to ask difficult questions – yes, that which shall not be named – was named. https://www.youtube.com/watch?v=Qj50l6gSb4I&t

  • Episode Five: Shifting the focus to student affairs, the fifth session showcased how universities integrate global perspectives into local contexts. Opening speaker Dr. Birgit Schreiber, President of the International Association of Student Affairs and Services (IASAS), laid a great foundation by emphasizing that student success is everyone’s business. Denai Belanger returned once again (this time as Vice President of Student Affairs of Bishop University – yes, the light will go further than our imagination) and, joined by Dr. Ainsley Carry, discussed the infamous cap that has thrown the “greedy internationalization complex of Canada” into a whirlwind. No, they did not address the unsettling chuckling of the Canadian Minister of Immigration as he bulldozed the dreams of many international students, but they covered everything else. Dr. Christine Arnold—who moderated the session—posed challenging questions for all the popcorn lovers. Their insights painted a vivid picture of the evolving role of student affairs in supporting the diverse needs of both international and local student populations, especially during crises like the “year of sledgehammering.” The recording is here: https://www.youtube.com/watch?v=PHVz3XrbME8

  • Episode Six: In our final episode, the dialogue came full circle by examining the intersections of internationalization, diversity, equity, and inclusion. The panel discussion, framed by Rohene Boujram (yes, she came back this time to moderate the conversation), explored the pandemic’s complex aftermath alongside rising geopolitical tensions, evolving international funding and immigration policies, and recent U.S. policy shifts. Panelists Punita Lumb and Dr. Amie Mclean shared personal journeys that underscored the nuanced definitions of DEI/EDI and internationalization in higher education. They debated how institutional frameworks—from neoliberal risk management to visions of socially just communities—intersect with lived experiences, emphasizing the need for safe, authentic dialogue and critical, relational practices. The conversation also highlighted practical strategies, such as co-leadership and decolonial approaches, to bridge gaps between policy and practice, ultimately urging a collective, hopeful journey toward justice and inclusion. You can find the recording here: https://www.youtube.com/watch?v=GLzjFiGCGzA&t

Looking Forward

The conclusion of this series is not an end but a transformative moment—a turning point that signals the beginning of new explorations. The insights shared across these sessions have profoundly enriched our understanding of international higher education leadership and have sown the seeds for future initiatives that will continue challenging the status quo and amplifying the voices working at the margins.

We thank every speaker, panelist, moderator, and participant who supported these sessions. Your contributions—whether through thoughtful dialogue, courageous storytelling, or innovative ideas—have been the lifeblood of this series.

As we close this chapter, we remain dedicated to reimagining higher education—a journey fueled by the courage to confront inequities and the collective will to create spaces of hope, joy, and transformative resistance.