The recent publication of the UK’s International Education Strategy (Excellence in Education, Partnerships for Growth) may appear to be a routine policy document. In reality, it represents something subtler yet significant: an act of soft power.
What does education have to do with soft power? What is the connection between UK schools, colleges and universities, and global influence?
Through international education, this small island nation in North-West Europe extends its reach worldwide. In higher education alone, more than a million talented young people engage with the UK each year. The impact of this is not temporary. Research consistently shows that those who study in the UK often develop lasting professional, cultural, and economic ties. Furthermore,UK alumni are more likely to hold positive views of the country, advocate for it, and build business relationships with it.
Higher education is only part of the picture. The UK’s skills and vocational sectors, international research collaborations, schools, English language teaching, and educational technology industries all contribute to this global presence.
It is often noted that dozens of serving world leaders (59 at the last count) received a UK education. While striking, this statistic only hints at the broader reality. Each year, millions of individuals influenced by UK education lead companies, shape policy, conduct research, and contribute to their societies.
A high-quality, internationally attractive education system is therefore more than a domestic asset. It is a powerful mechanism for long-term global engagement and influence.
In this context, publishing a national strategy sends an important signal. To international partners, it communicates openness to collaboration and mutual benefit. Domestically, it reflects governmental recognition of the sector’s importance. Although education is a devolved responsibility, the strategy supports the international ambitions of all four UK nations.
Of course, it is crucial that the strategy is more than just a statement of intent, and that various actors work together to ensure the UK education sector is best prepared and supported to engage internationally.
The strategy is understandably export-focused in places. Education is a major contributor to the UK economy, with export values exceeding those of several traditionally prominent industries. The ambition to grow this value further is clear (the strategy aims for £40bn by 2030).
Yet the document also suggests a wider perspective. The involvement of multiple government departments (the IES is co-owned by the Foreign, Commonwealth and Development Office, the Department for Education and the Department for Business and Trade) highlights that international education is not only about quantifiable revenue. It is also about relationships, trust, and global impact – ambitions which are not necessarily measurable.
The IES acknowledges the British Council's activities and research throughout. This further underscores the link between education, trust-building, and international influence, and highlights the British Council’s role as a strategic partner to the UK government and the education sector in delivering the strategy’s ambitions.
Compared with earlier strategies, there is now a stronger emphasis on sustainability, partnership, mutuality and global influence. One practical expression of this is the focus on transnational education (TNE) — the delivery of UK education outside the UK. Universities and colleges have expanded rapidly in this area, increasing their presence and partnerships worldwide. In scale, UK TNE is now approaching the number of students who physically travel to study in the UK.
The IES draws heavily on our own TNE Strategy to demonstrate the growing scale, importance and impact of the UK’s education offer internationally. Transnational education is now truly a global phenomenon, with many countries opening up to hosting TNE and institutions from around the world partnering to deliver education. For example, recent figures show a significant increase in official approvals from the Chinese Ministry of Education for Sino-Foreign partnerships. These approvals have been granted to institutions from a diverse range of partner countries, with Russia accounting for the largest share.
Whilst once a pioneer in TNE, the UK is no longer alone, and other countries are actively recognising the strategic importance and influence of international education.
Our research shows that we are living in an increasingly competitive and multi-polar geopolitical context, and many countries are prioritising spending on soft power, education promotion, academic partnerships, and research activities as part of national efforts to gain global influence. We are publishing an update to this comparator research later in March 2026.
Ultimately, the UK’s education system is one of its most valuable soft-power assets. Supporting and strengthening it is therefore not simply an educational priority, but a strategic national investment in global reach and long-term influence.