International education now needs to look beyond numbers

Japan has made impressive strides when it comes to internationalising its higher education system over the past two decades. Since the early 2000s, the number of international students in Japan has more than doubled. Universities, vocational institutions and language schools have all contributed to this upward trend, with the country surpassing 300,000 international students in 2019.

However, as global competition intensifies and geopolitical, demographic and technological shifts accelerate, Japan must go beyond headline enrolment figures and critically examine the quality, sustainability and purpose of its international student strategy.

Rising enrolment, emerging dependencies

According to the Japan Student Services Organization (JASSO), international student enrolments rose from approximately 117,000 in 2004 to a peak of over 312,000 in 2019.

Although enrolments declined due to pandemic-related border restrictions, they rebounded to 279,274 in 2023, suggesting a strong recovery. Nevertheless, deeper structural patterns within this recovery merit closer scrutiny.

For many years, China has remained Japan’s primary source of international students, accounting for over 60% of enrolments in the early 2000s. By 2023, this figure had dropped to 41.4%. This decline is not necessarily a negative development. It reflects not only the maturity of China’s domestic higher education system and growing access to English-medium programmes within China, but also greater competition from Anglophone destinations.

The diversification away from China offers an opportunity for Japan to build a more balanced and resilient student body. However, capitalising on this shift requires a more deliberate outreach strategy.

At the same time, enrolments from Vietnam and Nepal have surged. In 2003, Vietnam sent 1,336 students to Japan. Two decades later, this number had grown to over 22,000. Nepali enrolments followed a similar trajectory, increasing from 360 in 2003 to 14,437 in 2023.

These patterns are partly shaped by Japan’s economic partnerships and its labour market needs. Many students from these countries are enrolled not in universities, but in Japanese language schools and vocational colleges – sectors that are expanding, but are often under-regulated.

Quality and oversight

The concentration of students in non-university institutions has raised growing concerns about quality and oversight. Numerous reports have revealed troubling cases of financial exploitation, unscrupulous recruitment agents and poor living conditions. These issues are not isolated; they are symptomatic of a broader structural challenge.

For some international students, particularly those from low- and middle-income countries, the pursuit of education in Japan risks being reduced to a pathway for low-wage employment in sectors such as caregiving and food services.

This blurring of the lines between education and labour migration, especially when paired with inadequate support and protection mechanisms, jeopardises Japan’s reputation as a destination for serious academic endeavour.

Another dimension deserving attention is the distribution of international students across academic disciplines. In 2003, over 40% of international students were enrolled in the social sciences. By 2023, this share had fallen to just over 30%.

In contrast, engineering, which accounted for 13.2% of enrolments in 2003, had grown to nearly 19% by 2023. Fields such as medical and health sciences also witnessed gains, with enrolments more than doubling over the same period. Meanwhile, areas like agriculture, home economics and teacher education continue to attract less than 3% of international students each year.

Importantly, interdisciplinary programmes – covering themes such as sustainability, digital innovation and entrepreneurship – have gained momentum, now accounting for more than 10% of total enrolments. These shifts suggest evolving student preferences as well as growing institutional offerings, but they also call for better curriculum design and developing advisory systems and career pathways that are tailored to international students.

Critical reflection

The COVID-19 pandemic tested Japan’s international education infrastructure in ways not seen in recent history. Strict border policies caused an abrupt halt in new enrolments, while delays in visa processing and unclear government communication created significant stress for both students and institutions.

Between 2020 and 2022, the number of international students dropped significantly, particularly those from China and South Korea. However, enrolments from Vietnam and Nepal remained relatively stable, in part due to flexible visa routes and the role of private intermediaries.

Despite these challenges, the pandemic has also catalysed important institutional introspection. Many universities have since upgraded their digital platforms and explored hybrid learning models. Some institutions have strengthened their student support services, especially in areas such as health, housing and career counselling. But these changes have been uneven across the sector.

Moving forward, the question remains whether Japan will use this moment of disruption to build more inclusive and resilient internationalisation practices – or whether it will simply return to a pre-pandemic focus on recruitment targets.

Japan’s outbound mobility also deserves critical reflection. From 2009 onwards, there was a significant increase in students studying abroad, peaking at over 115,000 in 2018. However, even before the pandemic, outbound mobility had started to decline.

Most outbound programmes are short-term, credit-bearing and led by institutions. While this structure ensures safety and academic credit, it also limits the depth of engagement and intercultural experience.

Additionally, the vast majority of students travel to English-speaking destinations, with limited diversification into non-Anglophone or emerging regions. STEM students in particular are under-represented in outbound programmes, which stands in contrast to policy ambitions to cultivate globally mobile scientists and engineers. This disconnect between policy rhetoric and student behaviour signals a need for deeper engagement strategies and incentives.

A new strategic vision

Taken together, the patterns in both inbound and outbound mobility point to a central theme: Japan’s internationalisation agenda has historically prioritised numbers – targets, totals and growth rates – over values such as equity, integration and long-term contribution. This approach now demands revision. Policy-makers and institutional leaders must shift from recruitment-driven strategies to ones centred on purpose, sustainability and mutual benefit.

So what should Japan do?

First, it must broaden its recruitment horizons. While East and Southeast Asia will remain important, under-represented regions such as Central Asia, Africa, Latin America and Eastern Europe offer untapped potential.

Countries like Germany and Canada have shown that sustained government scholarship programmes, clear post-study work pathways and institutional partnerships can successfully attract students from diverse regions. Japan, with its reputation for safety, advanced technology and cultural heritage, is well-positioned to compete – if it invests in strategic outreach.

Second, oversight and regulation of non-university sectors must be improved. This includes mandatory accreditation, transparent reporting and stronger protection mechanisms for students.

Recent moves by the Japanese government to tighten student visa rules in response to abuse in language schools and vocational institutions underscore the urgency of these reforms.

Third, Japan needs to expand English-medium and bilingual degree programmes. Although initiatives like the Global 30 Project and the Top Global University Project have made progress, their reach remains limited.

English-medium programmes should be scaled up across disciplines, especially in areas like artificial intelligence, sustainability, public policy and life sciences. At the same time, institutions should integrate Japanese language and culture components to support long-term integration.

Fourth, student services and integration measures must be strengthened. Academic advising, mental health resources, housing support, language assistance and career counselling are all vital components of the international student experience. Some institutions have piloted ‘one-stop’ support centres or partnered with local governments to provide employment opportunities. These efforts should be scaled and replicated nationwide.

Finally, Japan should more directly align internationalisation with national innovation goals. International students are not merely tuition-paying visitors; they are potential contributors to research, entrepreneurship and industrial innovation. Graduate programmes, in particular, should be better linked with research institutions, start-up ecosystems and public-private partnerships.

Retaining high-performing international graduates could help address skill shortages and strengthen Japan’s position in the global knowledge economy.

Global leadership

Japan’s internationalisation strategy now stands at a crossroads. Without reforms, the system risks further fragmentation, overdependence on a small set of source countries and reputational harm due to inconsistent quality. But with targeted and ethical reforms, Japan can position itself as a global leader in higher education – one that is not only attractive, but also inclusive, accountable and future-oriented.

As other countries adjust their international education frameworks in response to geopolitical uncertainty and demographic pressures, Japan must act with vision and urgency.

Internationalisation is no longer just a matter of welcoming students; it is about fostering communities of learning and innovation that transcend borders. Only by looking beyond numbers – and towards quality, purpose and partnership – can Japan realise the full potential of international education.

Futao Huang is professor at the Research Institute for Higher Education, Hiroshima University, Japan. He specialises in international and comparative higher education.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.