International Education Strategy 2026: mobility as education diplomacy

While previous iterations have emphasised economic value, this strategy goes further. It presents international education not only as an export success story, but as a core instrument of diplomacy — shaping how the UK is seen overseas and strengthening genuine, long-term people-to-people connections. 

As Oliver Tapp Scotting, Deputy Director at the Department for Education (DfE), reflected at the Global Mobility Conference 2026 on 9 February, what the sector does in mobility ‘reads through’ across the whole of international education. In other words, exchange activity is not peripheral — it is foundational. 

Three elements stand out. 

1. A comprehensive and diplomatic framing 

For the first time, the Foreign, Commonwealth and Development Office (FCDO) is a joint owner of the Strategy, alongside the Department for Education and the Department for Business and Trade. That shift is significant. 

It signals that international education — including student mobility — is now explicitly embedded within the UK’s diplomatic toolkit. The Strategy recognises that the value of international education is often underestimated, both financially and in terms of its global influence. Mobility builds trust, networks and shared understanding that underpin future cooperation in trade, research and policy. 

This framing positions mobility not as a supplementary activity, but as a strategic national priority embedded within the UK’s diplomatic and economic objectives. 

2. Increased ambition 

The strategy sets out three clear ambitions: 

• enhance the UK’s international standing through education, including a commitment to create opportunities for more young people in the UK to study, work and volunteer abroad, building the confidence and the skills needed to thrive in a globalised world 
• sustainably recruit high-quality international students 
• grow education exports to £40 billion by 2030 

While mobility is directly referenced under the first ambition, it plays into all three. 

Outgoing students act as ambassadors for UK education. Incoming exchange students build enduring links with UK institutions and communities. Staff mobility enhances intercultural competence and pedagogical development within our campuses. 

Collectively, these flows reinforce the UK’s position as a global partner of choice. International outlook and collaboration are increasingly reflected in major global ranking frameworks, while mobility opportunities can influence prospective (international) students’ choice of university. Exchange and outward mobility also deepen recruitment partnerships and transnational education relationships, with researcher mobility often acting as a first step in building research components within teaching partnerships, and staff exchange supporting curriculum development and professional learning. 

However, the global context is increasingly competitive. Traditional mobility powers are intensifying their efforts, while newer countries are entering the space with ambition and investment. The UK remains at the forefront — but maintaining that position requires continued momentum. 

As Oliver Tapp Scotting noted, to meet global challenges head-on, the UK must remain agile and committed to building global partnerships. Mobility is one of the most tangible expressions of that commitment.

3. A clearer delivery mechanism 

The strategy is not simply aspirational. Government has confirmed the establishment of a new International Education Sector Action Group (IESAG), replacing the previous advisory model. This signal shifts a move from consultation towards delivery, with the sector expected to play a central role in implementing the Strategy’s ambitions. The IESAG will work directly with the sector to identify barriers and co-design practical action plans. 

Mobility will be a critical part of that work. 

This approach — partnership-based and delivery-focused — reflects recognition that achieving the strategy’s ambitions will require collective action between government and institutions. 

The strategy confirms that the UK will associate to Erasmus+ from 2027. As Peter Juckes of DfE emphasised at the Conference, the Erasmus+ programme the UK is rejoining is ‘bigger’ and ‘broader’ than the one left in 2020. 

It represents a substantial investment in learners, educators and young people across the UK, reopening structured exchange with Europe and beyond. Importantly, the UK has indicated that participation will continue to prioritise learners from widening participation backgrounds. 

At the same time, the Turing Scheme continues to deliver global mobility opportunities, with a strong emphasis on access and fairness. 

The message from government is clear: Erasmus+ and Turing should be used together in the years ahead. They demonstrate a dual commitment — to European partnership and to global reach. For institutions, the strategic question is not which to engage with, but how best to maximise the complementary strengths of both. 

It is important, however, not to reduce Erasmus+ to student exchange alone. 

While credit mobility remains central, Erasmus+ also supports: 

• staff mobility and professional development 
• Partnerships for Excellence, including European Universities alliances 
• Cooperation Partnerships and innovative curriculum development 
• capacity-building projects 
• blended intensive programmes 
• strategic multilateral collaboration 

Engaging in these strands strengthens institutional capability and deepens partnership beyond bilateral exchange flows. If mobility is a vehicle for education diplomacy, then these cooperative mechanisms are its infrastructure. 

The IES’s diplomatic framing arguably reinforces the value of engaging with the full scope of Erasmus+, not only Key Action 131 mobility. 

The strategy also recognises the growth of transnational education (TNE). Mobility and TNE should not be seen as separate tracks. 

TNE can act as a pipeline into exchange opportunities, strengthening institutional relationships over time. Equally, mobility can deepen and evolve existing TNE partnerships. Erasmus+ supports teacher exchange and job shadowing, which can enhance curriculum development and build sustained academic networks between partner institutions. Postgraduate researcher mobility can also provide a first step towards embedding a research dimension within teaching-led TNE partnerships – something many international partners are increasingly seeking. 

It also reflects a more nuanced pattern of global movement: students today move between campuses, countries and delivery models over the course of their educational journey. Understanding these interconnections will be essential as the sector measures progress against the strategy’s three ambitions. 

The UK education sector is rightly regarded as one of the country’s greatest strengths. But as Oscar Tapp Scotting noted, confidence must be matched with action. 

The refreshed International Education Strategy sets out a clear direction of travel. Delivering it will require coordinated effort across institutions, government and partners. 

As we prepare for Erasmus+ association in 2027 and continue to deliver Turing in the interim, the focus now turns to readiness: ensuring systems, partnerships and institutional strategy are aligned to maximise the opportunities this renewed ambition presents. 

With the Erasmus Charter for Higher Education (ECHE) application deadline of 24 March approaching, institutions intending to participate in Erasmus+ from 2027 must ensure they submit their application in time. Given there will be no opportunity for late submissions or a second round, we strongly encourage all institutions who may consider applying for funding under any action to submit their ECHE application before the deadline.  

UUKi will continue to support the sector in this preparation, including through peer-to-peer sessions designed to share insight and practical experience. 

Institutions with questions about Erasmus+ preparedness or ECHE applications are welcome to contact Iona Murdoch, Policy Advisor (Global Mobility), at UUKi.