The dilemma of internationalization. Between restrictions and opportunities

Human Mobility, an Endless Story 
“We are totally committed to achieving a decisive reduction in migration,” declared Tom Pursglove, the United Kingdom’s Minister of State for Legal Migration and the Border in May 2023 (Home Office, UK Visas and Immigration, 2024). Despite the inherent human mobility in every society and era, the reasons behind contemporary mobility have diversified and now involve resource scarcity, limited social development opportunities, and even the need to flee authoritarian governments or war-torn regions. Unfortunately, although the incentives to migrate have increased, so too have the obstacles to exercising that right. Nowadays, the challenges come in the form of artificial man-made frontiers added to environmental ones, like extreme weather conditions. 

To enter a foreign country, an individual must first meet a series of requirements that accredit them as persona grata (a Latin term used to indicate permission to enter a country; when diplomacy fails, it is often opposed to persona non grata, which means entrance to a state’s territory is deemed undesirable). This involves providing precise details about the purpose, duration, and places of stay, which must be strictly programmed. In many cases, the individual will also need to obtain a visa or official authorization to gain access to the territory. 


Academic Migration 
According to UNESCO, optimal academic development involves skills like collaboration, communication, critical thinking, problem-solving, and informal learning (Scott, 2015), known as “skills for the 21^st century” or global competencies, which are mostly obtained through academic migration. 

Numerous studies emphasize the importance of the internationalization of education as a key element for an integral academic formation. Its application encourages the development of soft skills such as multicultural and multidisciplinary collaboration, leadership, teamwork, negotiation, and peace culture, all essential in today’s interconnected world, and oriented towards the construction of a global citizenship (Altbach & Knight, 2006). Through academic mobility, individuals gain access to an education that offers many other benefits, including more elements to enhance social mobility. However, the possibilities for a student to access academic mobility as it is traditionally understood—a trip abroad—are limited. It is necessary to meet three sets of requirements. 

Students must first meet specific requirements within their educational institution. They must maintain a regular student status, without failed or repeated subjects; be enrolled in a specific semester or have a determined credit advancement within their study program; achieve outstanding grades, typically above 9/10, and must have certificated proficiency in one or more languages other than their native language. Additionally, students must identify study programs abroad that align with the content, structure and validation requirements, ensuring homologation upon the return to the institution of origin. As a result, the competitiveness to secure a spot in a mobility program is intense, especially if it is accessed through a scholarship or financial support. In consequence, many are eliminated at this initial filter. 
Secondly, students must submit their candidacy to the destination institution, either directly or through the international office of their home institution. Besides the requirements mentioned above, they must also provide a presentation letter, a resume, a motivation letter, their study goals, recommendation letters and, occasionally, an invitation letter issued by the academic staff of the hosting institution. 
Lastly, students must obtain a migratory permit from the government of the destination institution. To do so, migration authorities tend to ask for an acceptance letter from the destination institution, highlighting the duration of their stay, proof of income and bank account receipts, or a scholarship accreditation that guarantees economic support; additionally, students must provide receipts for round-trip flights, accommodation, among many other expenses. It is worth mentioning that if the government of the hosting country determines that the student does not meet the required criteria, they can deny access, regardless of the administrative efforts prior to this point. 

This list of academic, financial and legal requirements aims to ensure a productive academic stay. However, it is also a strict regime for a substantial portion of students, particularly those who lack the necessary financial resources to cover the costs involved. Furthermore, in recent years, many northern countries, which are the primary hosts of international students, have implemented migratory policies aimed at restricting access to students from other countries: in short, a trend that limits opportunities for development and social mobility, hindering academic growth and progress. 


Global North Restrictions for International Education 
In May 2023, the United Kingdom’s government introduced new measures for international students, including the prohibition on issuing visas to the family and dependents of undergrad students, as well as the implemented monitoring to prevent the misuse of the visa as means to secure employment. 

These measures are part of the British government’s efforts to reduce the number of migrants by 140,000 in 2024. The decision was prompted by official data showing an increase in the number of visas issued to dependents, from under 15,000 in 2019 to over 150,000 in 2023. The government considers this increase as an abuse of migratory flexibility (Home office, UK Visas and Immigration, 2024). In response to this, Home Secretary James Cleverly stated that this measure will “deliver a quick reduction in migration, measured in tens of thousands, and contribute to our strategy to prevent 300,000 from entering the United Kingdom.” Meanwhile, the Minister of Legal Migration and the Border commented: “This action will enable us to safeguard our public services while maintaining our economy by allowing the most valuable students to remain in the country” (Home Office, UK Visas and Immigration, 2024). 

In Canada, Marc Miller, Minister of Immigration, Refugees and Citizenship announced a 35 per cent reduction in student visas for 2024 compared to the previous year. The reasons behind this decision include, again, concerns that international students are contributing to increased housing, healthcare, and service costs. Despite this, the Canadian government continues to show interest in providing high-quality education to foreign students, and regulating the organizations and agencies that offer programs and stays in the country (Immigration, Refugees and Citizenship Canada, 2024). The new restrictions include limiting undergraduate student visas to two years and graduate student visas to three, as well as imposing restrictions on labor permits for graduates, which are typically used as a steppingstone to apply for permanent residence. 

While the Canadian government justifies the restrictions with increased housing and shopping expenses for Canadians, it is worth noting that international students represent a significant economic contribution for Canada, amounting to approximately 16 billion Canadian dollars annually (Lone, 2024). 

Australia, another popular academic destination, reported a record decline in the approval rate of student visas, dropping from 90 per cent over the past 15 years to 82 per cent in 2023. This has mostly affected Indian students (Stacey, 2021). To address this, the Australian government has implemented measures such as increasing the level of English proficiency requirements, proof of economic income, and the application of genuine academic interest tests. Thus, in the context of an upcoming election in 2024, Prime Minister Anthony Albanese has pledged that these measures will respond to social demands in Australia regarding the rising costs of living, housing, and acquiring of a home (Seneviratne, 2024). 

Not all the migratory challenges faced by students are new; some stem from the absence of a national strategy in place for years. A study directed at professional individuals and international education workers in the United States revealed that, despite being a top destination for foreign students, there is no national and centralized internal strategy within the country to enhance the dynamics of attracting, welcoming, and following up with international students (IDP, 2023). The survey sheds light on the significance of academic mobility for American citizens, including global competitiveness, cultural enrichment, economic benefits, and diplomacy. Regarding its economic value, the international teacher’s organization NAFSA reports that during the 2022-23 period, over a million international students contributed more than 40 billion dollars to the United States economy and held over 360,000 jobs (NAFSA, 2023). To improve the reception of international students, 81 per cent of surveyed individuals believe that a national strategy should include modernizing work policies for international graduate students, while 75 per cent deems important to update migratory procedures for J-1 and F-1 visas with the dual intent benefit, which allows for permanent residence applications.



The recent restrictions on academic migration are not driven by the economic or social impact of foreign students, but rather respond to a migratory policy adopted by northern countries to systematically close their doors to migrants from Southern countries. 


A Non-Traditional Academic Internationalization 
The historical roots of mobility can be traced back to social elites, who since the 19^th century have financed the studies of their sons and, occasionally, daughters, abroad. Two centuries later, through the democratization of public education, and despite the increasing importance placed on internationalization by academic institutions, particularly in Latin America, there are still many challenges to overcome to achieve an equitable model (Gacel-Ávila, 2005). Furthermore, the imposition of migratory restriction on students by political will (or a lack of it) contributed to a shift in the trend of favoring and encouraging academic mobility. 

In the face of these challenges, alternatives arise to enable more accessible and broader participation through the “internationalization at home.” According to Jane Knight, this approach encompasses “the internationalization of curricula, services and online programs, the integration of students, the organization of activities and curricular and cocurricular events, research projects, teamwork, and the implementation of a strategic plan” (cited in Schmitt Revilla, 2022). 

In recent years, one of the most popular internalization activities has been the Collaborative Online International Learning (COIL) model, which involves teachers developing collaborative learning modules with one or more international groups. Whether they study a single subject or several, COIL courses allow students to engage with foreign educational models and develop soft and intercultural skills, such as teamwork, communication, leadership, and empathy, all crucial for building global citizenship (Hackett et al., 2023). 

Although the importance of the COIL programs in furthering the benefits of internationalization to a broader student population has been widely acknowledged, it is necessary for higher education institutions to allocate human resources and materials to address the challenges inherent in this methodology, including the reduction of digital access gaps, effective use and application of technologies, providing institutional support in establishing new academic collaborations, the training of teachers in new pedagogical techniques, and the academic recognition of the volunteering efforts that enable collaboration. 


Conclusion 
The complete integration of internationalization into education institution strategies is essential for providing students with a high-quality academic formation. Several alternatives exist to ensure broader access to traditional mobility programs, including simplifying academic, financial and migratory requirements. However, a concerning trend has emerged in popular destinations in northern countries, where restrictions threaten to perpetuate inequality in access and limit the opportunities for academic development. 

There are more options such as the “internationalization at home,” with the COIL methodologies quickly gaining space over the last years, although they present their own challenges. It is crucial to emphasize the importance of international education and collective commitment, acknowledging the shared responsibilities of governments and education institutions. By fomenting collaborative efforts, we can develop more accessible and inclusive internationalization strategies. 

To ensure equitable development for all students, we must remove the barriers and restrictions that impede opportunities for internationalization. In the 21^st century, where global citizenship is promoted and encouraged, geography should not be a limiting factor for development possibilities. 

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