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
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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.
Critical Internationalization Studies Network 