In aggregate, thirty-two Australian universities reported 43,033 Learning Abroad experiences in 2024. This represents a substantial increase from 34,309 experiences reported in 2023, equivalent to 25% year-on-year growth.

Despite this strong recovery, 2024 participation levels remain at 74% of pre-pandemic volumes, compared with 58,058 Learning Abroad experiences reported in 2019 by thirty-four universities.

These figures confirm that outbound student mobility in Australia is recovering, but also highlight that the sector has not yet returned to pre-COVID levels of participation.

 

 

Most popular study abroad destinations for Australian university students

The top five study abroad destinations for Australian university students in 2024 were:

1. China
2. United Kingdom
3. United States
4. Japan
5. Italy

Together, these five destinations accounted for 45% of all reported Learning Abroad experiences (17,241 experiences). Notably, the same five countries also ranked as the top destinations in 2023, indicating a consistent pattern of student preference.

China remained the leading destination, followed by the UK and the US, while a strong Asia-Pacific orientation continued to characterise Australian outbound mobility. Countries such as Indonesia, India, Japan, Korea, Singapore, Malaysia, Vietnam and Fiji all featured prominently, reinforcing the importance of regional engagement within Australian international education strategies.

 

Most popular study abroad destinations for Australian university students

Source: Benchmark of Learning Abroad, Australian Universities International Directors’ Forum (AUIDF).

 

 

Types and duration of Learning Abroad experiences preferred by Australian students

Universities reported a strong preference for short-term Learning Abroad experiences, with this trend accelerating in 2024.

1. 81% were short-term experiences, up from 70% in 2023
2. 17% were medium-length experiences (one trimester or semester), down from 24%
3. 2% were long-term experiences (one year or more), down from 5%

Short-term programs—particularly those lasting less than three weeks—now dominate the Australian outbound mobility profile, reflecting both student demand and institutional delivery models.

The majority of short-term programs were under four weeks in length, a trend that has important implications for policy settings, funding eligibility, and program design, particularly in the context of evolving New Colombo Plan guidelines.

 

What type of learning experiences abroad? 

All participating Australian universities also reported the type of Learning Abroad experience undertaken by students in 2024. These categories align with common practitioner groupings and international benchmarking standards.

On average, students participated in the following experiences:

1.Faculty-led study tours (34%)
2.Internships, work-integrated learning (WIL) or practical placements (20%)
3.Exchange programs (fee-exempt enrolment at host universities) (19%)
4.Fee-paying study abroad programs (8%)
5.Conferences or international competitions (7%)
6.Research experiences (3%)

 

 

 

 

 

Funding of Learning Abroad in Australia

Funding remains the single most important driver of participation in Learning Abroad, particularly for students from equity groups.

Key funding insights from 2024:

•Nearly 60% of students required some form of financial support to participate in Learning Abroad.
•Institutional funding increased by 15% from 2023 to 2024; however, over 50% of all reported institutional funding was concentrated in just four universities, highlighting uneven capacity across the sector.
•Government funding increased marginally, from $58.6 million to $61.6 million, with a decline in OS-HELP usage linked to cost-of-living pressures and higher interest rates.
•Approximately 6,000 students received a New Colombo Plan mobility grant, though this figure may be affected by upcoming policy changes.

Equity and inclusion in Learning Abroad
One of the most encouraging outcomes from the benchmark is that recovery in outbound mobility has been inclusive. Participation increased across many student equity groups in both 2023 and 2024, reinforcing the role of Learning Abroad as a mechanism for widening access to global opportunities.

 

Complementary Education Travel data from Australian Bureau of Statistics

In addition to university benchmarking data, another source that helps understand the scale of outbound student mobility is the Australian Bureau of Statistics (ABS) Overseas Arrivals and Departures dataset. The ABS publishes monthly statistics on Australian residents returning to the country by main reason for journey and intended length of stay, including travel undertaken for education purposes.

According to these official border movement statistics (Catalogue 3401.0), 90,710 Australian residents returned to Australia in 2023 after travelling overseas for an education-related trip, rising to 112,500 in 2024 and 114,260 in 2025 (Source: Australian Bureau of Statistics).

Data from the Australian Bureau of Statistics suggests that every year more than 100,000 Australian residents study overseas each year

While these figures represent travel movements rather than enrolments and may include repeat travellers, they provide a valuable complementary indicator of outbound education activity over time. Importantly, the ABS series captures all education-related travel, including individuals undertaking full degree programs overseas, which are not included in the AUIDF Learning Abroad dataset that focuses primarily on short-term mobility experiences managed by Australian universities. As such, the ABS data offers a broader system-level perspective on the overall scale of Australians studying abroad and reinforces the sustained growth in outbound education participation in the post-pandemic period.

 

Why this matters: strengthening Learning Abroad for the future

Learning abroad is not a “nice-to-have”; it is a strategic investment that delivers long-term value through: