A recent report by Studyportals, IELTS, and the British Council reveals a significant shift in global higher education: English-taught programmes outside of traditional anglophone countries are on the rise, having grown by an impressive 22% between 2022 and 2024. With 40,786 English-taught programmes now available outside major English-speaking countries, this trend reflects an evolving landscape of international education where Europe leads the way and East Asia follows closely behind. This shift presents a wealth of opportunities and signals a growing need to understand where students are going and which taught-in-English courses what they are studying.
As a globally recognised provider of international education and qualifications, our own data resonate with these findings. Cambridge has long emphasised academic rigour, preparing students for success in higher education. According to our most recent destination survey (data from 2023 students), 92% of Cambridge students from schools who responded to the survey progress to university, with 51% staying in their home countries and 41% choosing to study abroad. Our students too show a growing trend of enrolling in English-taught programmes outside the traditional “big four” English-speaking destinations—the UK, US, Australia, and Canada. Destinations seeing a rising number of students include Turkiye, the Netherlands, Germany, and Hong Kong, where high-quality higher education is now offered in English.
The Netherlands
While the UK, US, Australia, and Canada continue to dominate as destinations, within Europe, where fees are often lower than others on other continents, The Netherlands is positioning itself as a leader in offering English-taught programmes, particularly at the undergraduate level. Around 30% of bachelor’s degrees in Dutch universities are taught entirely in English, and this has proven to be a key attraction for our own International A Level students given the country’s globally ranked institutions.
According to our survey, the Netherlands is now the most popular destination for Cambridge students studying in Europe. However, recent political developments may challenge, if not reverse, this trend. In what is widely recognised to be a measure to temper the flow of international students into the country, the Dutch government has announced plans to cap the number of English-taught programmes in its universities, which are now understood to be creating a Dutch track for all major English-taught Bachelor’s programmes. Some programmes are even switching back to Dutch language altogether.
Germany’s growing English-taught programmes
Germany is also experiencing a surge in taught-in-English programmes, particularly at the undergraduate level. Data from the Deutscher Akademischer Austauschdienst (DAAD) reveals that in the 2023–24 academic year, there were 188 bachelor’s programmes taught in English across the country. That number is projected to increase to 224 in 2024–25, representing a 19% growth in just one year. For students interested in science, engineering, and business, Germany’s global reputation for excellence makes it an increasingly appealing option.
India
For many of our students from the Middle East and India, India itself, where instruction is almost exclusively in English, remains an attractive destination. This is especially the case for professional, science, and technology fields but we also see increasing student interest in liberal arts institutions such as Ashoka University and Flame University. Both universities ranked in the top five Indian institutions in our survey, highlighting the growing appeal of diverse academic experiences within the country.
China’s expanding role as a destination country
While traditionally seen as a source of international students, China is emerging as a significant destination for those pursuing English-taught programmes and is working to attract students from particular regions, such as Africa. China’s ongoing efforts to internationalise its higher education system, especially through English-medium programmes, are drawing more of our students to its universities.
Emerging destinations: Japan, Poland and France
Japan is another country making significant strides in offering English-taught programmes. According to the Ministry of Education, Culture, Sports, Science and Technology (MEXT), there are currently around 90 courses at 45 universities where students can graduate entirely in English. This number is expected to increase to 200 courses by 2033. Leading universities such as Tohoku University, University of Tokyo, Waseda University, and Sophia University have already seen a rise in applications from our students.
Similarly, Poland is becoming an unexpected yet attractive destination for some Cambridge students. Polish universities now offer over 400 bachelor’s programmes in English, providing affordable yet high-quality education for students seeking an international experience.
And at our recent Counsellor Conference and College Fair in Beijing, representatives from Campus France highlighted the increasing number of English-taught programmes available at French universities, particularly in business schools and institutions like SciencesPo.
Safety, value, and reputation
Across these diverse destinations, three factors consistently influence Cambridge students’ choices when selecting a university: safety, value for money, and institutional reputation. English-taught programmes in the countries discussed here (outside the traditional Big Four) meet these criteria, offering students a global education in English while allowing them to study in culturally rich and academically stimulating environments.
In an increasingly globalised world, the rise of English-taught programmes is opening new doors for students, offering them an unprecedented range of options for their higher education journeys. And yet some countries are reverting to national language courses. As these trends continue, it will be important for both educators and students to stay informed about the evolving landscape of international education, ensuring that they can take full advantage of these opportunities.
About the Authors
Kevin Ebenezer, Head of Global Recognitions, International Education at Cambridge University Press & Assessment
In 2019, after three years as Recognition Manager for the UK and Ireland, Kevin Ebenezer took on the role of Head of Global Recognition at Cambridge within the International Education group. In this position, he leads a global team dedicated to securing recognition for Cambridge students across the world, ensuring they have opportunities for progression in their educational journeys. With a master’s degree and a background as a teacher, Kevin brings a wealth of experience to his role. Before joining Cambridge, he held various positions in international schools around the globe, further deepening his expertise in international education.
Dr Ben Schmidt, Global Director, International Education at Cambridge University Press & Assessment
After serving as Regional Director for Southeast Asia & Pacific for ten years, Ben Schmidt assumed the role of Global Director within the International Education group at Cambridge in 2022. He leads the regional and central teams who drive business development and support schools in the adoption of Cambridge qualifications and resources worldwide. Ben is a trained lawyer with a master’s degree in education and a doctorate in philosophy. Prior to joining Cambridge, he worked in various management and consultancy roles in education, both in the UK and internationally. His first job was as a lecturer at the University of Zurich in Switzerland.