COVID-19, geopolitics and risk management: Towards framing a reciprocal, coordinated, responsive and empathetic international education sector

Abstract

Geopolitics is shaping the international education landscape. International education has trationally been used as a tool to boost transnational cooperation, foster multilateral and global ties, and reduce tensions between nations. Such a role has been eroded and international education has been weaponised in the context of escalating political turbulences and disputes over the COVID-19 pandemic. In particular, the relationship between Australia and China, with international student flows interrupted due to COVID-19, is overshadowed by escalating geopolitical tensions in the Indo-Pacific region. Based on a qualitative study, this article examines stakeholders’ views on the responses of the Australian international education sector and universities to emerging geopolitical tensions. The conjuncture of geopolitics, COVID-19 and Australia's former government responses magnified a sense of crisis for universities and the international education sector as it was at risk because of their financial reliance on international students. Based on the findings, recommendations are made for the framing of a reciprocal, coordinated, responsive and empathetic international education sector to mitigate geopolitical risks and ensure more sustainable and ethical development for the sector.