Indian Students Abroad

Country-wise Statistics

By Harish Kumar Garg [source]

About this dataset

This dataset is about the number of Indian students studying abroad in different countries and the detailed information about different nations where Indian students are present. The data has been complied from the Ministry Of External Affairs to answer a question from the Member of Parliament regarding how many students from India are studying in foreign countries and which country. This dataset includes two fields, Country Name and Number of Indians Studying Abroad as of Mar 2017, giving a unique opportunity to track student mobility across various nations around the world. With this valuable data about student mobility, we can gain insights into how educational opportunities for Indian students have increased over time as well as look at trends in international education throughout different regions. From comparison among countries with similar academic opportunities to tracking regional popularity among study destinations, this dataset provides important context for studying student migration patterns. We invite everyone to explore this data further and use it to draw meaningful conclusions!

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How to use the dataset

How to use this dataset?

The data has two columns – Country Name and Number of Indians studying there as of March 2017. It also includes a third column, Percentage, which gives an indication about the proportion of Indian students enrolled in each country relative to total number enrolled abroad globally.

To get started with your exploration, you can visualize the data against various parameters like geographical region or language speaking as it may provide more clarity about motives/reasons behind student’s choice. You can also group countries on basis of research opportunities available, cost consideration etc.,to understand deeper into all aspects that motivate Indians to explore further studies outside India.

Additionally you can use this dataset for benchmarking purpose with other regional / international peer groups or aggregate regional / global reports with aim towards making better decisions or policies aiming greater outreach & support while targeting foreign universities/colleges for educational promotion activities that highlights engaging elements aimed at attracting more potential students from India aspiring higher international education experience abroad!

Research Ideas

• Using this dataset, educational institutions in India can set up international exchange programs with universities in other countries to facilitate and support Indian students studying abroad.

• Higher Education Institutions can also understand the current trend of Indian students sourcing for opportunities to study abroad and use this data to build specialized short-term courses in collaboration with universities from different countries that cater to the needs of students who are interested in moving abroad permanently or even temporarily for higher studies.

• Policy makers could use this data to assess the current trends and develop policies that aim at incentivizing international exposure among young professionals by commissioning fellowships or scholarships with an aim of exposing them to different problem sets around the world thereby making their profile more attractive while they look for better job opportunities globally

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

Unknown License - Please check the dataset description for more information.

Columns

File: final_data.csv | Column name | Description | |:--------------------------|:-------------------------------------------------------------------------------------------------------------------------------| | Country | Name of the country where Indian students are studying. (String) | | No of Indian Students | Number of Indian students studying in the country. (Integer) | | Percentage | Percentage of Indian students studying in the country compared to the total number of Indian students studying abroad. (Float) |

Acknowledgements

If you use this dataset in your research, please credit ...

The dataset contains academic year wise compiled data on the complete profile of the United States of America (USA) Students who have enrolled abroad for pursuing different studies. The specifics of data contained include number of students by gender, race, programme and fields of study

The dataset contains Academic-year-wise historically compiled data on Number of United States of America (U.S.A) Students who have enrolled Abroad for pursuing different fields of studies, along with Percentage Change every year in Number of Students studying Abroad.

The dataset contains Academic-year-wise historically compiled data on total Number and Percentage of International Students in the United States of America (U.S.A).

This Cost of International Education dataset compiles detailed financial information for students pursuing higher education abroad. It covers multiple countries, cities, and universities around the world, capturing the full tuition and living expenses spectrum alongside key ancillary costs. With standardized fields such as tuition in USD, living-cost indices, rent, visa fees, insurance, and up-to-date exchange rates, it enables comparative analysis across programs, degree levels, and geographies. Whether you’re a prospective international student mapping out budgets, an educational consultant advising on affordability, or a researcher studying global education economics, this dataset offers a comprehensive foundation for data-driven insights.

Description

Potential Uses

• Budget Planning Prospective students can filter by country, program level, or university to forecast total expenses and compare across destinations.
• Policy Analysis Educational policymakers and NGOs can assess the affordability of international education and design support programs.
• Economic Research Economists can correlate living-cost indices and tuition levels with enrollment rates or student demographics.
• University Benchmarking Institutions can benchmark their fees and ancillary costs against peer universities worldwide.

Notes on Data Collection & Quality

• Currency Conversions All monetary values are unified to USD using contemporaneous exchange rates to facilitate direct comparison.
• Living Cost Index Derived from reputable city-index publications (e.g., Numbeo, Mercer) to standardize disparate cost-of-living metrics.
• Data Currency Exchange rates and fee schedules should be periodically updated to reflect market fluctuations and policy changes.

Feel free to explore, visualize, and extend this dataset for deeper insights into the true cost of studying abroad!

This dataset provides statistics on the number of new students who enrolled in scholarships abroad, categorized by country of study and gender. It helps track trends in international education and student mobility patterns.

📚 StudyAbroadGPT Dataset

A synthetic, domain-specific conversational dataset focused on helping students navigate study abroad decisions — admissions, scholarships, visa processes, accommodation, and more. This dataset is a core component of the StudyAbroadGPT Project, which also includes:

🔗 Fine-tuned 7B LoRA model 📄 Research paper (preprint) — DOI: 10.48550/arXiv.2504.15610 💻 Training code

  ✨ Overview

Total Dialogues: 2,676 Format: Conversational turns between… See the full description on the dataset page: https://huggingface.co/datasets/millat/StudyAbroadGPT-Dataset.

This Dataset goes deeper into profile and acceptance details of international student applying to US Universities to pursue their bachelors. US is the biggest study abroad destination for international students and admission processes are very random from what everyone tells us. This data will help analyze patterns in the same process.

This dataset includes 397 observation of Vietnamese student's intention to study abroad before and during the COVID-19 pandemic. The dataset was collected through an online survey from 03 to 13 May 2020, over "Scholarship hunter", the largest community of Vietnamese overseas students on Facebook. Major variables are: (i) Students’ Demographics; (ii) The previous intention of students to study abroad before and during the Covid-19 ravaged and (iii) Their intention afterwards.

Context

More international students are flocking to China than ever before. According to a report, over 540,000 foreigners studied in China in 2018 – marking a 40 percent increase from 2012. China attracts more international students than any other Asian power and ranks third globally, behind the United States and the United Kingdom.

Content

In 2018 there were a total of 492,185 international students from 196 countries/areas pursuing their studies in 1,004 higher education institutions in China’s 31 provinces/autonomous regions/provincial-level municipalities, marking an increase of 3,013 students or 0.62% compared to 2017. International students in Hong Kong, Macau and Taiwan are not included in the datasets. The datasets contain three CSV files (Continent, Country, Province) with different data about international students in China.

Columns Description

@Continent (Number/percent of international students by continent) Continent- The name of continent Number - The number of total international students Deaths- The percentage of total international students

@Country (Number of international students by country of origin) Rank- The rank of the country based on total students in China Country- The name of the country Number- The number of total international students

@Province (The top provinces/cities with the largest number of international students) Province- The name of the city/province Number- The number of total international students

Acknowledgements

This data collected from moe.gov.cn.

Inspiration

Currently, I'm studying at a Chinese university. Every year many international students come to China for their higher study, and the ratio of international students is growing steadily. This data will help us to understand the ratio of international students in China.

The dataset comprises 13 interview transcripts, with sensitive information redacted. These interviews were conducted online during the Spring and Summer of 2021 and involved international students who had participated in study abroad or degree-seeking programs during the COVID-19 pandemic. The interviews focused on the students' experiences as they transitioned from traditional in-person programs to online and blended learning due to pandemic-related isolation measures.This qualitative study explored students' lived experiences of higher education study abroad programs during the Covid-19 pandemic. Studying individual experiences in extraordinary circumstances like a pandemic can reveal personal, organisational and process-related resilience relevant to understanding and planning future events. Online semi-structured interviews with thirteen international students from four continents were conducted. Through Interpretative Phenomenological Analysis, four response categories were identified: Functioning in Ambiguity, The Importance of Language and Culture, Reshaping Community, and Alternative Experiences in Intercultural Connectivity. These findings can guide professionals in considering cultural, linguistic, and social factors when designing content and delivery methods for international student cohorts. The interview data was collected through qualitative audio and video recordings, which were transcribed for analysis as part of Interpretive Phenomenological Analysis. The aim was to explore the participants' lived experiences.

Dataset

This dataset was created by Shivam Mittal

Contents

The dataset contains Academic-year-wise historically compiled data on the total number of International Students who have enrolled in Undergraduate, Graduate, Non-Degree and Optional Practical Training (OPT) courses in the United States of America (USA). The time period of data availability is every five years for the period from 1954-55 to 1979-80 and every year from the year 1979-80 onwards.

The Trends in International Mathematics and Science Study, 2015 (TIMSS 2015) is a data collection that is part of the Trends in International Mathematics and Science Study (TIMSS) program; program data are available since 1999 at . TIMSS 2015 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth-, eighth-, and twelfth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth-, eighth-, and twelfth-graders in the 2014-15 school year were sampled. Key statistics produced from TIMSS 2015 provide reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. Data are expected to be released in 2018.

Provide the number of international students studying/undertaking research in Taiwan for each academic year.

The 2009 Program for International Student Assessment (PISA:09) is a study that is part of the Program for International Student Assessment (PISA) program; program data is available since 2000 at . PISA:09 (https://nces.ed.gov/surveys/pisa/) is a cross-sectional study that measures the yield of education systems, or what skills and competencies students have acquired and can apply in reading, mathematics, and science to real-world contexts by age 15. For PISA:09, reading literacy was the subject area assessed in-depth. The study was conducted using questionnaires and direct assessments of 15-year-old students. 15-year-old students in April to May of 2009 were sampled. The study's response rate was 87 percent. Key statistics produced from PISA:09 are 15-year-olds' capabilities in reading, mathematics, and science literacy.

Students studying abroad, either in the form of an ordinary degree program or as a sub-study. Also includes students who attend lower education, so-called youth law, and who take study abroad in the form of exchanges.

The Trends in International Mathematics and Science Study, 2007 (TIMSS 2007), is a study that is part of the Trends in International Mathematics and Science Study (TIMSS) program. TIMSS 2007 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth- and eighth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth- and eighth-graders in the 2006-07 school year were sampled. The final weighted student response rate at grade four was 95 percent, and the final weighted student response rate at grade eight was 93 percent. Key statistics produced from TIMSS 2003 are mathematics and science achievement scores of U.S. fourth- and eighth- grade students compared to that of students in other countries.

The dataset comprises novel aspects specifically, in terms of student grading in diverse educational cultures within the multiple countries – Researchers and other education sectors will be able to see the impact of having varied curriculums in a country. Dataset compares different levelling cases when student transfer from curriculum to curriculum and the unreliable levelling criteria set by schools currently in an international school. The collected data can be used within the intelligent algorithms specifically machine learning and pattern analysis methods, to develop an intelligent framework applicable in multi-cultural educational systems to aid in a smooth transition “levelling, hereafter” of students who relocate from a particular education curriculum to another; and minimize the impact of switching on the students’ educational performance. The preliminary variables taken into consideration when deciding which data to collect depended on the variables. UAE is a multicultural country with many expats relocating from regions such as Asia, Europe and America. In order to meet expats needs, UAE has established many international private schools, therefore UAE was chosen to be the location of study based on many cases and struggles in levelling declared by the Ministry of Education and schools. For the first time, we present this dataset comprising students’ records for two academic years that included math, English, and science for 3 terms. Selection of subject areas and number of terms was based on influence from other researchers in similar subject matters.

The Progress in International Reading Literacy Study, 2011 (PIRLS 2011), is part of the Progress in International Reading Literacy Study (PIRLS) program. PIRLS 2011 (https://nces.ed.gov/surveys/pirls/) is a cross-sectional study that provides international comparative information of the reading literacy of fourth-grade students and examines factors that may be associated with the acquisition of reading literacy in young students. The study was conducted using questionnaires and direct assessments of fourth-grade students. In the United States a total of 370 schools and 12,726 fourth-grade students participated in 2011. The final weighted student response rate was 96 percent and the final weighted school response rate was 85 percent. The overall weighted response rate was 81 percent. Key statistics produced from PIRLS 2011 are how well fourth-grade students read, how students in one country compare with students in another country, how much fourth-grade students value and enjoy reading, and internationally, how the reading habits and attitudes of students vary.