Editorial

The recent announcement by Immigration, Refugees and Citizenship Canada (IRCC) to cap international student permits at 360,000 in 2024—a 35% reduction from the previous year—has sparked widespread concern among academics and professionals involved in recruiting, teaching, and supporting international students. This cap, they argue, unfairly blames international students for Canada’s affordability crisis and threatens the diversity that enriches university life.

Canada has long been celebrated for its multicultural and multilingual learning environments. The “internationalization” policies of governments and universities aim to integrate international dimensions into higher education, enhancing teaching, research, and services. These policies foster globally-focused curricula that help students develop competencies such as intercultural communication and international collaboration. Yet, the new cap undermines these goals, potentially reversing the progress made in creating inclusive and globally-minded educational spaces.

A joint letter from Universities Canada and Colleges and Institutes Canada to Minister Marc Miller highlights the vital contributions of international students to local labor markets, diversity, and high-growth sectors. The financial benefits are clear: international students contribute over $22.3 billion annually to the Canadian economy, more than the exports of auto parts, lumber, and aircraft. Their high tuition fees support educational institutions, and many international graduates stay in Canada, filling essential jobs and aiding economic recovery.

However, the new policy fails to recognize these benefits. Instead, it risks alienating international students by treating them as mere numbers rather than valuable members of the academic community. This approach not only threatens the financial health of institutions but also diminishes the cultural exchange and intercultural learning that international students bring.

Research shows a growing disconnect between the stated goals of internationalization and the actual experiences of international students. Slow progress in designing international curricula and viewing internationalization merely as a way to boost enrolment ignore the broader benefits. International students should be engaged as active participants in creating inclusive and equitable environments.

For example, international students’ multilingual abilities can be leveraged to serve as volunteer translators in local communities, similar to the Language Bank Program at the University of Michigan. This program fulfills translation needs for non-profits and local organizations, providing students with professional skills and confidence.

Moreover, involving students in co-designing curricular materials can integrate their global perspectives into teaching. Programs like the Content Creation Lab of Global Nomads Group, which allows youth to design courses addressing important issues, can be adapted for higher education. Such initiatives enrich the knowledge and skills of faculty and students and foster empathy and compassion for global challenges.

Mentorship programs can also play a crucial role. Senior international students can guide newcomers, providing academic and emotional support. Innovative mentorship programs where students mentor faculty or staff, such as the Student Experience Mentorship Program at the University of Toronto, can challenge traditional views on learning and collaboration, encouraging meaningful engagement with internationalization.

To truly support international students, universities must go beyond performance metrics and graduation rates. Frequent surveys and focus groups should address their needs and challenges, helping to revise policies and improve professional development, international partnerships, and support resources.

Higher education institutions must revisit the concept of internationalization, viewing international students as collaborators rather than mere income sources. By doing so, they can ensure that international students’ contributions are valued, making their educational journeys beneficial for the entire university community. The federal government’s cap on international student permits is a step in the wrong direction, threatening the diversity and growth that are the hallmarks of Canada’s educational excellence.