Australia’s international education sector has long been a cornerstone of the nation’s economy, culture, and global reputation. The announcement of a new National Planning Level (NPL) of 295,000 international student places signals both recovery and ambition. This represents an increase of 25,000 over the 2024–25 limit of 270,000, although it remains 8% below the immediate post-covid peak.
At first glance, this uplift is a positive recognition of the value international students bring not only to universities but also to local communities and the broader economy.
However, Australia’s social licence to host international students is under strain. The growing number of conversations and community dialogue surrounding the planning of nationwide protests on August 31 shows how anti-immigration rhetoric can spill onto the streets and into the daily lives of students.
An international student cannot be distinguished from a migrant, and nor should they be. All who come to Australia deserve to feel safe and welcome if the country wishes to bring in more international students.
Social licence in international education rests on trust. Families must trust that Australia offers not only high-quality education but also a secure and inclusive environment. If that trust falters, recruitment targets risk becoming unattainable regardless of favourable policy settings.
Students themselves are voicing this fear on social media. One remarked: “When locals start openly supporting anti-immigration protests, I worry if it is only a matter of time before that anger spills over onto students like me.”
Another student shared: “Some people keep saying these protests will not be that big, just a few hundred angry people and nothing to worry about. But do not be naive. The attention around this is growing every single day. I am seeing more locals supporting it online and joining in, and that is what makes it dangerous. It is not about the numbers anymore, it is about the mindset that is spreading.”
These concerns highlight that the protests are not only symbolic but also deeply personal for those who already feel vulnerable in a new country.
When I spoke with Marcela Lapertosa, director of education at Value Learning Intercultural Specialists, she emphasised that protecting Australia’s social licence requires a fundamental shift.
“We should move from a narrative of volume to one of value. Universities, schools and governments need to actively communicate the genuine benefits international students bring to local communities – not just in economic terms, but cultural richness, innovation, and global connections that strengthen Australian society.
“This means telling authentic stories of positive impact and building lasting community partnerships. It also requires moving beyond multiculturalism to genuine interculturalism, where different cultural groups actively engage with and learn from each other, rather than simply coexisting,” added Lapertosa.
This focus on interculturalism highlights that integration is not a one-way street. It is not only about how students adapt to Australia, but also how Australians adapt to and embrace them.
On the question of how institutions can better support integration beyond the classroom, Lapertosa was clear: “True integration starts well before students arrive and extends far beyond the classroom. We should begin building relationships early – even at the school level – creating pathways that foster long-term connections with Australian communities.
“Homestay programs need to evolve beyond their transactional nature into meaningful cultural exchange opportunities that benefit both families and students. Universities must invest in programs that connect students with local community groups, volunteer opportunities, and mentorship networks that help them contribute to and feel genuinely part of Australian society.”
She stressed that integration also requires recognising that host families and local students are learners too. “It is at this intimate, household or classroom level where perceptions genuinely start to change. When Australian families experience firsthand the humanity, aspirations, and contributions of international students, they become powerful advocates for the value of international education in their own communities.”
This perspective underscores that the increase to 295,000 student places is cause for optimism, but it will mean little if the lived experience of students does not match the promise. International education is built on more than visa numbers; it is built on the everyday reality of safety, belonging, and welcome. If Australia wants to remain a leading destination, it must not only open its doors but also open its arms.
This is the moment for universities, governments, and communities to reaffirm that international students are valued as people rather than purely economic contributors. Stronger investment in student housing, visible safety measures, and genuine community integration will be key to restoring confidence.
