For decades, a small group of countries has dominated international higher education. The United Kingdom, the United States, Australia and Canada – often referred to as the ‘Big Four’ – have long been seen as leading destinations for students seeking internationally recognised qualifications global career advantage.
But the global landscape is shifting.
Recent research shows a rapid expansion of English-taught programmes outside these traditional destinations, with provision in non-Anglophone countries growing significantly in recent years. According to recent research, the number of on-campus English-taught programmes globally increased by 22 per cent between 2021 and 2024, while provision outside the traditional ‘Big Four’ destinations has grown by 48 per cent since 2019. At the same time, students are weighing a broader set of factors when choosing where and what to study.
This raises an important question:
Are students placing greater emphasis on employability, practical outcomes and global career readiness when making higher education choices?
The answer is not straightforward. Reputation and institutional standing still matter, particularly in competitive labour markets. But evidence suggests that employability is becoming a more important part of student decision-making, alongside factors such as affordability, flexibility and access to international opportunities.
It would be misleading to suggest that institutional or national prestige has lost its influence. For many students, reputation remains a powerful signal of quality, particularly in competitive global job markets.
There is also a clear link between prestige and employability. Degrees from well-known institutions can open doors, offering access to established alumni networks, research opportunities and employer recognition.
However, recent trends indicate that prestige is increasingly being considered alongside other, more practical factors, including:
In this context, prestige is becoming part of a broader decision-making framework, rather than the single defining factor.
One of the most significant developments in recent years has been the rise of English-medium education (EME) in non-traditional destinations.
Universities across Europe, Asia, the Middle East and Africa are expanding their English-taught portfolios, often with a strong focus on vocational and applied disciplines such as engineering, technology and health.
Research shows particularly strong growth in professionally oriented subjects linked to global workforce demand. There are now more than 183,000 English-taught bachelor’s and master’s programmes worldwide, with particularly rapid growth in subjects such as engineering, computer science, health and environmental sciences.
This expansion is creating new pathways for students who may previously have faced barriers to international study.
For many, these alternatives offer:
Rather than replacing traditional destinations, these options are broadening the global higher education ecosystem. Students now have more choice and are increasingly comparing a wider range of destinations on multiple criteria.
Alongside this diversification of options, there is growing evidence that employability is becoming a central concern in student decision-making.
In many regions, the fastest growth in English-taught programmes is concentrated in disciplines with clear labour market outcomes. Fields such as computer science, environmental studies and health-related subjects are expanding rapidly, reflecting both student demand and global skills needs.
This suggests that for many students, English is not only a language of instruction, but a functional tool for accessing international careers and globally connected industries.
However, it is important not to overstate this shift. Students are not abandoning prestige in favour of employability. Instead, they are seeking a combination of both:
In this sense, employability and prestige are not opposing forces, but increasingly interconnected.
As English-medium education expands globally, language capability remains a crucial factor in student success.
Studying through English requires more than basic language proficiency. Students must be able to participate confidently in lectures, collaborate across cultures and engage with increasingly complex academic and professional environments.
This challenge can become even more nuanced in non-Anglophone contexts, where students may need to navigate:
These multilingual realities are becoming more common as English-taught programmes grow outside traditional English-speaking destinations.
Without strong language support, students may struggle to fully benefit from their studies or maximise future career opportunities. This makes high-quality English teaching and appropriate language assessment increasingly important, particularly in environments where opportunities for everyday English immersion may be more limited.
For institutions, this reinforces the importance of ongoing English for Academic and Professional Purposes support, not simplify entry-level testing.
While the data points to clear changes in the global landscape, the underlying drivers are complex and still evolving. Several factors are likely contributing:
Tighter immigration policies and student caps in some traditional destinations have altered perceptions of accessibility and stability. This has encouraged both students and institutions to look elsewhere.
2. Expansion of English-medium instructionThe rapid growth of English-taught programmes outside Anglophone countries has made international study more widely available, often at a lower cost.
3. Economic and labour market pressuresStudents are increasingly focused on return on investment. In a competitive global economy, degrees that offer clear pathways to employment are highly valued.
4. Shifting perceptions of global educationThere is some evidence that students are reassessing the relative attractiveness of different regions, influenced by factors such as political stability, affordability, cultural fit and long-term opportunity.
These trends do not point to a single, unified shift, but rather to a more complex and multi-polar higher education system, where different regions offer distinct value propositions.
For universities and policymakers, these developments present both opportunities and risks.
On one hand, the expansion of English-medium education offers a powerful way to:
On the other hand, rapid growth brings significant challenges. Ensuring quality, supporting faculty, and providing effective language support – particularly through English for Academic Purposes (EAP) – are critical to long-term success.
There is also a risk that in focusing on growth and competitiveness, institutions may overlook the importance of student experience and learning outcomes.
As international higher educations becomes more competitive, institutions will need to balance accessibility and expansion with meaningful student support and high-quality delivery.
So, are we witnessing a definitive move from reputation-led decision-making towards employability-focused choices? The evidence suggests a more balanced conclusion.
Prestige remains an important factor, and in many cases, it continues to shape perceptions of employability. However, students are increasingly making decisions based on a wider set of considerations, with practical outcomes playing a more prominent role than before.
The rapid growth of English-taught programmes outside traditional destinations is both a driver and a reflection of this shift. It is expanding access, diversifying choice, and reshaping how value is defined in global higher education.
At the same time, this is an evolving picture. Further research is needed to understand how these trends will develop across different regions, disciplines and student groups.
What is clear is that the global higher education landscape is becoming more interconnected, more competitive and more response to changing student and workforce priorities.
For institutions, the challenge is not simply to respond to change, but to understand it – and to position themselves in ways that balance quality, accessibility and meaningful outcomes for students.
Explore the full guide to understand these trends in more detail and what they could mean for your institution.