Countries across Asia are stepping up efforts to attract international university partnerships, with the Philippines the latest to announce a new transnational education strategy. As the region’s higher education landscape evolves, student accommodation could become an increasingly important part of the equation.
The Philippines has unveiled a new transnational education (TNE) strategy for 2027–2030, signalling its ambition to become a more prominent destination for international university partnerships.
Announced at the ASEAN–UK Higher Education Week in Manila in early November, the strategy includes plans to fast-track visas for international students and academics through a new ‘green lane’ system, alongside measures to improve the mutual recognition of qualifications.
Developed by the Philippines’ Commission on Higher Education (CHED), with support from the British Council, the strategy is designed to make it easier for foreign universities to collaborate with local institutions.
The Philippines already has a foundation of international university partnerships on which to build. A British Council and CHED initiative launched in 2016 supported the development of 17 postgraduate degrees between UK and Philippine universities, including a PhD by Research collaboration between the University of the Philippines Los Baños and the University of Reading.
The new strategy seeks to build on these established relationships, while creating a more supportive environment for further partnerships with universities in the UK and other countries.
While the Philippines is not necessarily seeking the rapid expansion of international branch campuses seen in some neighbouring markets, its ambitions extend beyond academic partnerships. The strategy emphasises joint degrees, co-designed programmes and research collaborations, while also seeking to attract more international students and academics to the country.
The government has also established Education Philippines (EduPhil), a national initiative to promote the country as an international study destination. Alongside a planned digital platform to streamline visa applications, the initiative signals a broader ambition to grow inbound student numbers and strengthen the Philippines’ position in the regional education market.
With a population of more than 32 million people aged 15–30, the Philippines offers an attractive market for international universities seeking to extend their reach in South-East Asia.
Asia’s expanding TNE landscape
The Philippines is joining a growing list of Asian countries seeking to position themselves as international education hubs.
Malaysia is one of the region’s more established TNE markets, having attracted international branch campuses from universities including Nottingham, Newcastle, Southampton, Curtin and Monash.
Indonesia, meanwhile, is emerging as another significant market. In May 2026, the Australian government hosted a TNE CONNECT symposium that brought together more than 30 Australian and Indonesian higher education institutions to explore collaboration opportunities.
Three Australian universities were already operating branch campuses in Indonesia at the time of the event, illustrating the growing role of offshore education in the country’s higher education landscape.
Across the region, the models vary considerably. Some countries encourage foreign universities to establish physical campuses, while others prioritise partnerships that let students earn international qualifications without leaving their home country.
For students, these arrangements can offer access to an international education at a potentially lower cost than studying overseas. For universities, they provide opportunities to reach new markets without relying entirely on traditional international student recruitment.
The accommodation question
While TNE can reduce the need for students to travel overseas, the expansion of international university partnerships also raises questions about campus infrastructure and student accommodation.
The implications will depend heavily on the delivery model. Joint programmes involving predominantly local students may generate relatively little additional accommodation demand. New international campuses, however, particularly those attracting students from other cities or countries, can create demand for housing and associated services.
Malaysia offers an interesting example of how accommodation can be integrated into TNE development.
At EduCity Iskandar, a purpose-built education hub in Johor, local and international education providers share infrastructure, including student accommodation, recreational facilities and a sports complex.
The development shows how student housing can be part of a wider education precinct rather than left to individual institutions.
However, the commercial equation is not always straightforward. The success of purpose-built accommodation depends on student numbers, affordability and competition from local rental markets. Building too far ahead of demand can be as problematic as failing to provide enough beds.
Elsewhere in Asia, the challenges associated with expanding international education are becoming increasingly apparent.
Hong Kong, which is pursuing its own ambitions to become a leading international education hub, has identified student accommodation as an important constraint on growth.
Its government launched the Hostels in the City Scheme in 2025 to encourage the conversion and redevelopment of commercial buildings into student housing. By October 2026, four projects providing approximately 700 places had opened, with further developments in the pipeline.
Property consultancy JLL has forecast that Hong Kong’s student accommodation shortfall could reach 147,200 beds by 2029/30 if supply fails to keep pace with demand.
In South Korea, meanwhile, government statistics show that the proportion of international students accommodated in university dormitories declined from 23.8% in 2024 to 20.3% in 2025.
Although Hong Kong and South Korea’s accommodation challenges are primarily linked to international student recruitment rather than TNE specifically, they illustrate the importance of aligning education expansion with housing provision.
An opportunity for student accommodation providers?
For the Philippines, it is still early days. While the country’s emphasis on collaborative programmes may limit the need for large-scale new campus developments, its explicit ambition to attract more international students could generate additional accommodation demand over time. Much will depend on the scale and location of future recruitment, and there is currently little evidence of a TNE-specific accommodation shortage.
Nevertheless, as more Asian countries seek to attract international students, universities and education partnerships, accommodation providers may find new opportunities in markets that have traditionally received less attention than established study destinations.
The scale of those opportunities will depend on where programmes are delivered, how many students relocate to participate and whether universities choose to provide accommodation themselves or work with private-sector partners.
For governments and universities, the lesson from more established education hubs is that internationalisation requires more than academic agreements and streamlined visas. After all, as the experiences of Hong Kong and South Korea have shown, attracting international students is one thing. Ensuring they have access to suitable, affordable accommodation is another.
