International student decision-making is becoming less linear. Faced with changing visa policies, rising costs and emerging study destinations, students are comparing more countries, institutions and pathways before deciding where to go.
The inaugural IELTS Voices research offers a window into how 8,395 recent and prospective IELTS test takers are navigating these choices. Each year, millions of test takers prepare seriously and invest significant effort in achieving their goals. The IELTS partners wanted to understand what drives that commitment, what test takers value and how we can better support their journeys.
One of the clearest findings from the research is the importance test takers place on flexibility. Two in five study-focused respondents are considering multiple destinations and building a portfolio of options.
This matters for universities because in a world of increasing choice and risk, students are looking for confidence. Confidence that their true English language ability will be recognised, that they are prepared for life abroad and that their hard work will translate into education and career opportunities.
Recognition is central to this confidence, with 82% of respondents saying they would prioritise an English test accepted by the widest range of institutions and authorities.
In a world of increasing choice and risk, students are looking for confidence
Outcomes are also a priority. Almost nine in 10 respondents said outcomes were as important, if not more important than cost. While this does not tell us how price influences the wider English language testing market, it shows that the IELTS test takers surveyed see value in a test result that opens more doors.
So how do universities make sure that the door to their institution is open for talented international students? As a starting point, universities can reduce unnecessary friction in the application process by making accepted tests, score thresholds and entry requirements clearly signposted on their websites, consistent and easy to understand.
While more than half of respondents felt the requirements were communicated clearly, among those who experienced challenges, the minimum score requirement was the most difficult to understand (28%). Around one in four respondents also reported difficulties understanding application pathways (25%), test validity periods (24%) and visa-related testing requirements (24%).
Universities must then consider that the value of English language testing extends far beyond results and recognition. The research revealed that 67% of IELTS test takers reported improved confidence in speaking, writing or both following test preparation. Many also felt more confident using English in daily life and international settings.
IELTS is therefore more than a hurdle to entry. For the test takers surveyed, it is an investment in skills they will continue to draw on throughout their lives. However, even students who prepare well for their test may not succeed without continued English language support. Universities that invest in language development as an ongoing part of the student experience will see better outcomes, compared to those that view proficiency as an admission requirement alone.
Understanding how factors such as ongoing language support and accepted English language tests relate to outcomes including retention, progression, academic performance and graduate pathways is critical in a globally competitive environment. By tracking these connections over time, universities can build a clear picture of what drives student success and make more informed decisions about where to focus their resources and support.
Universities that treat testing simply as a gatekeeping requirement risk attracting students without the preparation they need, while letting down those students who have worked hard to earn their place and have so much to offer.
About the author: Simon Emmett is chief partner officer for IDP Education, CEO of IDP UK and member of the IELTS Board. A highly experienced international education and technology leader, Simon has spent more than 25 years working with students, institutions, governments and sector partners to navigate an increasingly complex global education landscape.
In his leadership role for IELTS, the world’s leading high-stakes English language proficiency test, Simon works closely with IELTS partners – British Council and Cambridge University Press and Assessment – to support the ongoing development, integrity and global reach of one of the most trusted assessments in international education.
