International Students in the Netherlands 2026

The growth in international student numbers has implications for universities’ capacity, for example, lecture theatres, laboratories and the number of students per lecturer (Ministry of Finance, 2019). However, an interdepartmental policy study (IBO) from 2019 found no evidence at a system level of negative effects on capacity (Ministry of Finance, 2019). The student-staff ratio has been falling slightly for years (Ministry of Education, Culture and Science, 2024; UNL, 2025c) and the vast majority of degree programmes assessed by the NVAO for accreditation meet the quality requirements (NVAO, 2026). The quality of tertiary education in the Netherlands therefore remains stable (Education Inspectorate, 2026).

However, the IBO did show that student-staff ratios in programmes in the engineering and agriculture sectors had risen. A number of institutions have had to introduce an cap on new enrolments (Ministry of Finance, 2019). In 2024, a legislative amendment was passed following the Martens-America amendment (House of Representatives, 2024). As a result of this amendment, from the 2025-26 academic year onwards, universities will be able to introduce a cap on new enrolments for English-taught modules within a degree programme. It is known that a number of bachelor’s programmes will apply a module-specific cap in the 2026-27 academic year.

The intake of international students leads to a larger student population and, consequently, an expansion in the number of modules and degree programmes (CPB, 2026: 29). This also means there is a wider choice for Dutch students.

Conversely, a decline in international intake could lead to a reduction in the range of courses on offer. Small degree programmes have long been under pressure due to low student numbers and financial challenges, resulting in some programmes being merged or discontinued. A further decline in international intake could increase this risk (UNL, 2025a; 2025b).

In 2019, the Education Inspectorate concluded that internationalisation has no effect on the accessibility of tertiary education for Dutch students (Education Inspectorate, 2019a). However, there were indications that degree programmes with a limited number of places may be less accessible to certain groups. This may also be linked to self-selection: some students possess the necessary qualifications but still feel discouraged from applying. Other research by the Education Inspectorate shows that some Dutch students may choose not to follow an English-taught programme in tertiary education because they believe their level of English to be insufficient (Education Inspectorate, 2022).

Internationalisation influences selection procedures in tertiary education. Due to the variation in prior education among (international) students, additional criteria are sometimes introduced, such as specific skills or prior knowledge (Education Inspectorate, 2023). However, the effects of this selection process on accessibility are not yet known. The Education Inspectorate is expected to publish further research on this in 2026 (Education Inspectorate, 2026). It is known, however, that around 5% of first-year students in tertiary education were rejected for their first-choice degree programme and therefore enrolled on a different programme (ResearchNed, 2023).

An international classroom offers a rich learning experience in which students learn from one another, develop international and intercultural skills, as well as more specific skills such as communication, collaboration, critical thinking and openness (Poort & Okken, 2024).

Social interaction and dialogue with (culturally or otherwise) diverse groups promote intercultural learning and ensure a safe learning environment, whilst reflection on one’s own intercultural experiences also enhances learning. Lecturers play an important supporting role in this process. Research shows that the international classroom offers particular benefits for Dutch students (Hofhuis et al., 2024). They become more open-minded and proactive as early as the first few months.

Furthermore, research into graduates’ salaries shows that Dutch graduates who have completed a master’s programme with a relatively high proportion of international students earn significantly more than graduates for whom this is not the case (Wang et al., 2021). 

In the short term, degree students from the EEA and Switzerland (72% of all international degree students in 2025-26) represent a cost to the education budget. This is because, just like Dutch students, they pay statutory tuition fees, which are partly subsidised by the government.

EEA students may also be entitled to student finance, for example because they work sufficiently alongside their studies. As with Dutch students, student finance is converted into a grant upon timely graduation. Between 2022 and 2024, the proportion of EEA students receiving student finance rose from 12% to 26% (Bruins, 2025). This increase is likely due to the reintroduction of the basic grant and the reduced working hours requirement. Of the total group of tertiary education students receiving student finance, including Dutch students, approximately 5% come from EEA countries (Bruins, 2025).

In the long term, both EEA and non-EEA students generate a positive balance for the national budget. However, this does not go solely towards education (Ministry of Finance, 2019: 9, 29-30, 32, 35).

Furthermore, the 2026 Spring Memorandum sets out a structural reduction of 11 million euros in public funding for tertiary education (House of Representatives, 2026). This is in addition to the structural reduction of 58.8 million euros set out in the 2025 Spring Memorandum (House of Representatives, 2025). At the same time, the institutions themselves often generate additional income thanks to international students (Ministry of Finance, 2019: 9, 29-30, 32, 35; Education Inspectorate, 2019b).

The net balance of the costs and benefits of international students in the Netherlands is positive in the long term. This applies to both EEA and non-EEA students. This is because some international students go on to work in the Netherlands after completing their studies and pay tax (CPB, 2026: 25-28). For non-EEA students, the total contribution is considerably higher, as they are not eligible for student finance or subsidised tuition fees and are more likely to remain in the Netherlands after graduation. The percentage of international students who remain in the Netherlands after graduation is referred to as the ‘stay rate’. Graduating cohorts from 2018-19 onwards have a higher stay rate than earlier cohorts (Abbink et al., 2024). As a result, international cohorts are making an increasingly significant contribution to the national budget. Five years after graduation, 25% of international students are still residing in the Netherlands (Nuffic, 2025b). Graduates from outside the EEA have a higher stay rate (39%) than those from within the EEA (20%). Some 80% of all international graduates who remain in the Netherlands are in paid employment (Nuffic, 2025b).

Research by SEO into the economic effects of a reduction in the number of international students at five universities in the Randstad shows that this would lead to a loss of GDP of between 3.9 billion and 4.8 billion euros over the working lives of a single cohort (a group of students graduating in the same year) (SEO, 2025: 32). The net result for the national budget would be positive, but very small compared with the loss to GDP (132 million). Furthermore, a negative impact on the Netherlands’ business climate is expected if fewer highly qualified international professionals are available (SEO, 2025: 22).

Returning international students can, after completing their studies in the Netherlands, take on roles in their home countries, promoting and supporting the Netherlands (Ministry of Finance, 2019: 61). International alumni can act as informal ambassadors by sharing their experiences in the Netherlands, promoting Dutch products and services, and strengthening diplomatic ties. International alumni can therefore contribute to economic benefits by stimulating trade, investment and business cooperation.
 

There is a general housing shortage in the Netherlands. International students contribute to the demand for accommodation in the areas where they study. Whilst Dutch students often have the option of continuing to live at home, most international students do not have that option. Consequently, the presence of international students places additional pressure on the housing market.

The housing shortage for students in the major university cities has fallen from 22,800 in 2023-24 to 21,500 in 2024-25 (Kences, 2025). This is due to a fall in demand: the number of students in tertiary education has fallen, as has the proportion of Dutch students wishing to live away from home. The latter is partly a result of a shrinking supply of student accommodation: a less tight market would lead to higher demand amongst Dutch students (Kences, 2025).

It is unlikely that the housing shortage will have increased in 2025-26 due to the presence of international students, as the number of international students fell slightly in this academic year (Nuffic, 2026a).
 

In recent years, skills shortages in the Dutch labour market have increased. In 2025, the Netherlands will have the tightest labour market in the EEA (UWV, 2026). This has particularly significant economic and social consequences in sectors such as healthcare, education, ICT and engineering.

The number of Dutch students enrolling on UAS and RU Engineering programmes has been declining since 2020-21 (DUO, 2025; Nuffic, 2026a). At the same time, the number of international enrolments in this field of study is rising. At research universities, this represents a 12% increase compared with 2024-25 (Nuffic, 2026a). The stay rate after one year among international Engineering graduates is relatively high (Nuffic, 2025b; ROA, 2024). The rising number of international students is therefore helping to reduce labour market shortages in this sector.

International graduates of degree programmes within other sectors facing labour market shortages also very often go on to work in the relevant sector (Nuffic, 2025b). Some 18% of all international graduates who are still in the Netherlands after five years are employed in the public sector, education and healthcare (Nuffic, 2025b). Among international Healthcare graduates who remain in the country, 74% are working in this sector five years after graduation; for the field of Education, this figure is as high as 95%. Furthermore, international graduates from almost all fields of study go on to work in the information and communication technology (ICT) sector; of the international graduates still working in the Netherlands after five years, 9% are employed in the ICT sector.

The IBO on Effective Higher Education recommends measures to further increase the likelihood of retention, thereby alleviating labour market shortages (Central Government, 2024). Futhermore, research among Dutch employers also shows that international graduates with a Dutch degree are valued as an additional talent pool (Nuffic, 2025a). 

Programmes offered exclusively in English may put pressure on the position of Dutch as a language of education and academia. In 2025-26, one-third of undergraduate RU programmes and nearly three-quarters of postgraduate programmes were taught exclusively in English (UNL, 2026). In addition, half of the academic staff at universities are of foreign origin (Rathenau Institute, 2025). This may lead to a decline in the use of Dutch as a language of education and research.

The debate on language is also taking place outside the lecture theatres. For instance, a 2019 study by the Netherlands Institute for Social Research (SCP) shows that the Dutch language plays an important role in Dutch identity and the sense of connection to the Netherlands (SCP, 2019). Internationalisation, on the other hand, can create a sense of loss of national identity. More recent research indicates that some Dutch people feel that Dutch culture is under pressure due to the presence of newcomers (SCP, 2025a; SCP, 2025b).

In 2025, the student housing organisation DUWO announced that it would amend its flat-viewing policy to improve equality of opportunity among students seeking accommodation. A survey of opinions on DUWO’s flat-viewing policy amongst students in Delft and Leiden shows that the Dutch students surveyed have a more negative view of DUWO’s new policy than international students and are more likely to be in favour of flat-viewing (Stichting Lieve Mark, 2025). This may be a sign that Dutch students are concerned with preserving the Dutch language and culture in their accommodation.

The availability of English-taught degree programmes gives Dutch students an additional opportunity to make an informed choice of study programme. Some students opt for an English-taught programme because of the importance of being well prepared for the international labour market (Education Inspectorate, 2025: 16). For students with international ambitions, the use of English as the language of instruction can be a key factor in choosing an English-taught programme, particularly in scientific and technical disciplines where English (technical jargon) is often the standard language (Van Den Broek & Van Mensvoort, 2025: 22). Furthermore, the use of English as the language of instruction facilitates access to specialist literature and further studies and can prepare students for an international career or international collaboration.

English-medium teaching and research is accessible to academic staff from all over the world and thereby expands the pool of expert lecturers and academic staff. In Engineering in particular, the proportion of international staff at Dutch universities is high (61%) (Rathenau Institute, 2025). 
 

International students often face language barriers, cultural differences, financial worries and accommodation problems. These factors can have a negative impact on their mental wellbeing (Nuffic, 2026b). According to the Student Mental Health and Substance Use Monitor, international students are more likely to experience feelings of weariness with life and loneliness than Dutch students (RIVM, 2025). The lack of a local social network and the distance from family and friends make it harder to find support, which can intensify feelings of homesickness and loneliness (Trimbos Institute, 2024).

Furthermore, unfamiliarity with the Dutch healthcare system and Dutch culture can contribute to uncertainty and isolation. For example, the majority of international students are dissatisfied with the level of interaction they have with Dutch students (ResearchNed, 2026). A lack of a local network and knowledge of Dutch systems makes it difficult to seek help.

In addition to the general shortage on the housing market, international students also face other housing-related problems. They are more vulnerable to scams and discrimination than Dutch students (for example, ‘no internationals’) (ResearchNed 2026).

International students may also find it difficult to adapt to the Dutch educational culture (OECD, 2026). At the start of their studies, they are more likely to drop out than Dutch students. This means that international students are more likely to stop their studies without transferring to another degree programme. However, the academic success rate of international students is higher at both universities of applied sciences and research universities (DUO, 2026).

Although international students face challenges, research shows that they generally view the Netherlands positively as a country in which to study. Research by Nuffic shows that 76% of international students are (very) satisfied with their studies in the Netherlands. Just over half are satisfied with their social life (ResearchNed, 2026) and life in general (Nuffic, 2022). Alongside stress, international students report feeling positive emotions such as friendship, happiness and motivation most frequently.

The quality of education, support from the educational institution and social interaction with other international students are cited as the main reasons for satisfaction (Nuffic, 2022; ResearchNed, 2026). Studying in an international classroom is also viewed as predominantly positive.

In addition to the quality of education, the prospect of personal development also plays an important role (Nuffic, 2022; 2023). Furthermore, the Netherlands offers opportunities in the labour market: more than half of international students indicate that they are (very) likely to want to stay in the Netherlands after graduation (ResearchNed, 2026). Students report that they perceive the Netherlands as a safe and well-organised country, and appreciate the salaries and work-life balance. Graduates who have remained in the Netherlands also cite quality of life, favourable economic conditions and personal freedom as reasons for staying (Nuffic, 2023). Language and accommodation are perceived as the largest barriers to staying in the Netherlands (Nuffic, 2023; ResearchNed, 2026).