If there was one clear takeaway from the conversations and presentations at NAFSA 2026, it was this: students still want global learning experiences. What’s changing is how they want to engage with them.
For those of us working in international education, that shift isn’t something to fear. It’s an opportunity to rethink how we design programs, support students, and create pathways that fit the realities of student life today.
At API, we’ve always believed global experiences should meet students where they are. New research presented by Oliver McSurley, Director of Study Abroad at the University of Central Florida; Mark Eckman, Executive Director of Global Education at UMass Amherst; and API’s own Dr. Chelsea Kindred reinforced what we see every day. Students are looking for meaningful, flexible, and career-connected opportunities that work within their academic, financial, and personal circumstances.
Here’s what the data tells us and what it means for the future of global learning.
Students Are Telling Us What Matters Most
Today’s students are navigating a complicated higher education landscape.
- 39% of first-time, full-time students do not complete their degree
- Only 42% graduate within four years
- 84% say career goals are a primary reason for pursuing a degree
- 52% of graduates report being underemployed
Students are balancing academic demands, financial pressures, career concerns, and personal responsibilities. When they choose to participate in a global program, they’re making a thoughtful investment in their future.
Cengage Group. (n.d.). Employability report. https://www.cengagegroup.com/edtech-research/employability-report/
API’s own survey data identified four distinct Experiential Learner Mindsets among prospective students:
Academic Relevance (39%)
Students want programs that help them stay on track academically while developing valuable skills.
Personal Discovery (27%)
They’re looking for experiences that build confidence, independence, and self-awareness.
Global Immersion (19%)
These students want to experience a new culture firsthand and challenge themselves in unfamiliar environments.
Career Advancement (15%)
They’re focused on gaining experiences that strengthen their resumes and prepare them for future opportunities.
As one student shared:
“I think the biggest thing I gained was confidence. I learned how to advocate for myself and speak up.”
That sentiment captures the lasting value of global learning. Students are not only gaining knowledge. They’re developing the confidence, adaptability, and perspective that will serve them long after graduation.
API Survey of Prospective Learners
Shorter, Smarter, and More Flexible Programs Are on the Rise
Study abroad participation has not fully returned to pre-pandemic levels. During the 2023-24 academic year, participation remained 15% below 2018-19 levels. But the students who are studying abroad are making different choices than they did in the past.
Several trends stand out:
Short-term programs continue to grow
More than 53% of students now choose programs that last eight weeks or less.
Students are concentrating in fewer destinations
Europe hosts 64% of all U.S. study abroad students, with Italy alone welcoming approximately 45,000 students last year.
Students want both support and independence
They value programs that provide structure and guidance while still allowing room for personal exploration and growth.
Institute of International Education. (n.d.). Open Doors: U.S. study abroad. https://opendoorsdata.org/data/us-study-abroad/
These shifts are not about lowering expectations or programmatic quality. They reflect the realities students face today. Many are working around packed academic schedules, limited budgets, and competing responsibilities. Shorter, more flexible programs allow them to access global learning without putting other priorities on hold.
Institutions Are Rethinking How They Meet Student Demand
UCF: Designing Programs with Purpose
The University of Central Florida faced challenges familiar to many institutions: limited student engagement, rising costs, low faculty participation, and a program portfolio that no longer aligned with student demand.
Their response was a modular approach to program development that focused on flexibility, scalability, and student interest.
The Barcelona Center model includes:
- High-demand courses across multiple disciplines
- Data-informed decisions about course offerings
- Predictable program costs
- Support for faculty needs and participation
- A consistent student experience across locations
The result has been strong enrollment growth across multiple global centers and a clearer understanding of what students are looking for in an international experience.
UMass Amherst: Simplifying Choice
UMass Amherst faced a different challenge.
With 508 study abroad programs available, including 32 options in Barcelona alone, students often struggled to navigate the sheer number of choices. Staff members also found it increasingly difficult to manage such a large portfolio.
To address this, UMass:
- Built a more focused and intentional portfolio
- Reduced duplicate offerings
- Evaluated programs using data-driven rubrics
- Prioritized academic and geographic balance
The institution ultimately streamlined its portfolio from 508 programs to 201.
The outcome was greater clarity for students, improved program fit, and stronger enrollment outcomes. The team was thrilled to see an increase in applications and less melt.
One of the most interesting findings was that scholarships alone were not enough to increase participation.
Students who assume a program is financially out of reach often never begin the application process. To address this challenge, UMass engaged with their financial aid office and partnered with API to create programs and targeted outreach designed to engage cost-conscious students earlier in their decision-making process resulting in over 5,000 student engagements who may have never reached out due to perceived cost/affordability mindset.
A Call to Innovate with Intention
The presentation concluded with a simple but important reminder:
Students want and need global learning.
Not as an extra. Not as a luxury. As a high-impact educational experience that develops critical skills, broadens perspectives, and prepares students for an increasingly interconnected world.
Meeting that need requires institutions and providers to:
- Design programs around real student motivations
- Use data to guide innovation and decision-making
- Create flexible and accessible pathways
- Connect global experiences to academic and career outcomes
- Highlight authentic student impact and success
When global learning aligns with what students value most, participation grows. Confidence grows. Opportunity grows.
And the impact extends far beyond the classroom.
Where API Fits In
At API, we’ve long believed global learning should be:
- Transformational
- Accessible
- Relevant
- Student-centered
The insights shared at NAFSA 2026 reinforce the importance of that commitment.
We’re continuing to expand programs that align with the four learner mindsets, strengthen career-connected experiences, and create opportunities that reflect the evolving needs of today’s students.
The future of study abroad is not about returning to what worked in the past.
It’s about building new pathways that are flexible, meaningful, and designed with students at the center.
Interested in learning how API can support your institution’s goals? Reach out to our team to start the conversation.
