International students: Which UK university is best for you?

A group of university students outside smiling

People study abroad for many reasons - to see new places, to experience a different culture, and, most importantly, to get access to student life and educational opportunities not available at home. If you want to study at a UK university, you’ll not only have access to some truly innovative teaching and research, you’ll also be joining one of the most multicultural student bodies in the world.

The UK has a vast range of universities and courses to choose from. So, how do you choose between over 160 institutions and thousands of courses? that half of students who drop out of university early do so because they chose the wrong course, so it’s important to be completely happy with your choice.

So, here's what you need to consider before you make your university application so you can make the right choice.

Choose your subject

The first step in choosing a university is deciding what you want to study. Your will be sent to all your university choices, so it should be relevant to all the courses you apply for. This means that your course choices must be the same or in a similar field.

Think about the school subjects you’re good at, but also think about what you could spend the next three or even four years studying.

Is there a subject that you want to continue and deepen your knowledge in? Or do you want to study something completely new?

Do you want to study a subject like law or medicine related to a specific job? Or do you want to take a course like history that can be used in a wide range of careers? Think carefully about these questions and the rest of the process will become much more manageable.

Do as many events and online taster sessions, and sign up for as many free online courses as possible. has a great range of taster courses from universities all over the world. This can help you decide where your interests lie. Above all, keep notes on what interests you and what doesn’t.

If you think you want a broader degree, then you’ve always got the option of doing a joint honors degree. This means you combine two different courses. Many joint honors courses combine a language with another subject, allowing you to use your learning around the world or even do a study placement in another country.

Consider the competition

When thinking about what course you could do, it’s important to consider the competition. Some courses have many more applicants than places, but there are also hundreds of ‘hidden’ courses that get far fewer applicants. For example, the University of Oxford receives 16.9 applicants per place on its Economics course, but it’s closer to 3 applicants per Classics place. Classics covers a range of areas like politics, history, linguistics and social sciences, and really challenges your intellect.

Economics might be competitive but Classics might be just as valuable. There are thousands of ‘hidden’ courses, which don't attract as many applicants just because they’re not well known. Check out the full range of courses on the site and the and do it with an open mind.

Once you’ve narrowed down your list of courses, it’s time to think about where to study.

Think about location and compare places

The UK might be a small country but it’s incredibly diverse. There are large, international cities like London or Glasgow, smaller towns and cities like Cardiff, Belfast or Nottingham, rural universities like Lancaster, coastal towns like St. Andrews or historic cities like York, Oxford or Cambridge.

So, when deciding on a UK university, you must first ask yourself: what’s important to you? Would you prefer to live in a busy city or the quiet countryside? Will you be doing a lot of exploring or will you stay near campus? These factors will make a difference to your decision.

You’ll also need to think carefully about costs. Different parts of the UK have different living costs, depending on things like rent, transport and the cost of entertainment. Check out to see what rents are like, to get an idea of how expensive life will be.

Finally, the type of university itself is important. Some universities have campuses where the whole of university life takes place, like the . Others are more spread out, such as the , which has buildings all over the city. Each has its own atmosphere and you should think about which you prefer.

Look at the university rankings

Find out how your preferred universities rank in the league tables. Rankings of the top universities in the UK don’t just measure teaching quality. They show data on student satisfaction, post-graduation employment rates and staff-to-student ratios.

The best universities in the UK and courses with higher rankings will be more competitive to gain entry to. You can apply for up to five courses on your UCAS form, so choosing a range of courses and universities is a good idea. Include an ambitious choice which you may or may not get the grades for and safe choices that you know will accept you.

You can check the , or the to see which universities are the most highly rated.

That being said, student life in the UK is about balance. You need to consider both rankings and what’s right for you. It’s no use going to a top-ranking UK university in a location you hate, studying things that don’t interest you and where the culture on campus doesn’t appeal to you.

Sometimes it might be better to consider a lower university ranking if it can offer you plenty of chances to thrive and achieve your personal goals.

Remember, the reason that there are so many different kinds of universities is because everyone is unique. If you’re applying to somewhere you know matches your values and interests, you’ll be much more likely to succeed in your university career.

Research the teaching style

It’s a good idea to look at the style of teaching and assessment at your chosen university. Some courses focus more on final exams, others on coursework, projects, dissertations and independent research.

See whether your university’s exams are open book or closed book. If they’re closed you have to remember a lot more, but if they’re open you will probably have to give more detailed answers in your exams.

If you can attend open days and chat with other students and potential professors, do so. But if you can’t, remember that each university course website will tell you about the course content and how it is assessed. You need to make a choice based on what type of assessment will suit you best.

Some courses are taught in large lectures and seminars; others, such as many colleges, will teach you in small groups or one-to-one with a tutor. The teaching style that works best for you will be crucial in your choice.

Consider your hobbies

Every university has its own culture and social life based around the student unions and societies. For local and international students, university life is about more than studying.

You will have a more balanced student experience if you make time for your hobbies. You can look on the university website to learn about student societies and clubs and see which activities are available. But don’t worry if you don’t see anything that appeals - you can always be proactive and start your own society.

Do you have a sport that you love to do? If you do and are really good at it, you may be eligible for a . There are all sorts of funding and awards available, so even if you think you won’t get anything, it’s a good idea to check.

Make sure you meet the English language requirements

You’ll need to pass a test of English for your UK student visa requirements. You can take any Secure English Language Test (SELT) approved by the Home Office, the UK government department responsible for immigration.

PTE Academic can be used for UK student visas for degree-level courses, and to access 99% of universities in the country. The test takes two hours, covers reading, speaking, listening and writing, and is done on a computer. Results usually come back within 48 hours, making it convenient and reliable.

Choosing a university requires a lot of thought. Luckily, choosing an English test to get a visa is easy.

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    Myth #2: It replaces learning in the classroom

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    Myth #3: It can’t be incorporated into classroom learning

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    Myth #4:You can't learn in the workplace

    Online language learning is ideally suited to the workplace and we must create the need to use the language and opportunities to practise it. A job offers one of the most effective learning environments: where communication is key and you’re frequently exposed to specialized vocabulary. Online language learning tools can flexibly support your busy schedule.

    Myth #5: Online language learning is impersonal and isolating

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    Is game-based learning technology a waste of time?

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    We feel that game-based learning (GBL) is a waste of time… if not properly understood. Even then, one could argue that "wasting time" is a vital part of learning and perhaps we need to stop insisting that every second counts.

    Game-based learning vs. Gamification: Understanding the difference

    Let’s begin by first addressing the term "game-based learning" and how it compares to its doppelgänger, gamification. Gamification is the application of game mechanics and dynamics to non-game contexts to solve problems, engage users and promote desired behaviours. For example, rewarding acheivements with points, awards or badges for achievement, levelling up, using avatars, quests and collaboration are all gamification features, which elevate games above the mundane activities of normal life.

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    Game-based learning in action: More than just play

    Gamification does not refer to the straightforward use of games (whether digital or otherwise) as part of a teaching or learning interaction. A teacher using the board game Monopoly in the classroom to demonstrate the idea of rent is not gamifying the learning environment; they are involving learners in game-based learning. GBL refers to the use of games as tools: as devices for opening discussion, presenting concepts or promoting learner engagement within clearly defined learning objectives, in other words, learning through playing games. Gamification is the appropriation of those principles, mechanics and dynamics that make games work in order to promote engagement or engender a desired outcome.

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    Sharma and Barrett’s definition of blended learning provides a useful context for approaching the use of digital games in such modalities, notably the combination of “a face-to-face classroom component with an appropriate use of technology”. We’re making no assumptions about whether the games are being accessed in the classroom, on mobile or online at home. The blend isn’t defined by where a learner is, but by how their use of technology supports and enhances their contact with the teacher.

    The notion of appropriateness in Sharma and Barrett’s definition is critical as, in the case of a GBL project, it assumes a teacher has a familiarity with both the tech and content accessibility of a selected game. Acquiring that level of familiarity with a game requires a certain amount of time engaging with it to determine its fit for the needs of the learners, an activity which might easily be considered off task when compared to the other demands being made on an educator’s schedule.

    How GBL fuels engagement and deeper learning

    The benefits of GBL with digital games are potentially quite profound, however. First, studies indicate that playing video games in general can stimulate the generation of neurons and enhance connectivity between the regions of the brain responsible for memory formation, spatial orientation and strategic thinking. The right pairing of game and learning objectives could be argued to promote situated cognition, a theory that knowledge is constructed through – and inseparable from – social interactions and the context in which they take place. A learner immersed in SimCity stands a much greater chance of understanding the principles of taxation and the provision of public services through playing the role of a mayor, for example, than a learner being walked through the annual budget. As Lim et al. state: “games are effective because learning takes place within a meaningful context where what must be learned is directly related to the environment in which learning and demonstration take place”.

    Early-stage research on mirror neurons is adding a new aspect to the discussion around the immediacy of playing games. In short, mirror neurons suggest that when we observe someone performing an action, there is a brief moment in which our brain cells fire as if we are carrying out that action ourselves. The boundary between observer (player) and observed (in-game character) becomes blurred for a split second. A lot can happen in that split second.

    In addition to the benefits of an immersive, neuron-stroking experience, games demonstrably promote learner engagement by introducing the F-bomb into the mix (fun). They also have the capacity to provide an unrivalled social experience, as in the case of MMORPGs (massively multiplayer online role-playing games). As an example, consider how a leading MMORPG game, World of Warcraft, is applied in learning environments.

    Addressing concerns and embracing change

    However, there are often deep-seated cultural aversions to the use of games in an educational context that GBL initiatives are required to overcome. Critics have said that digital games are anti-social, that they rot your attention span, that they are not legitimate, validated learning resources. Although there is not yet a body of research that can empirically confirm or debunk the effectiveness of games used for learning, surely watching a learner plan, execute and evaluate a project in Minecraft with classmates suggests that those objections are based on dated assumptions. The language learning space in particular is still very much attached to a coursebook paradigm that is predicated on levels and a clearly defined syllabus. Perhaps GBL is too much at odds with an established business model that is the bedrock of too many large education organisations.

    So is GBL a waste of time? We’d argue that it is when its potential is not properly recognised and it is treated as light relief. Games are dynamic, engaging resources capable of delivering experiences and drawing connections that can really ignite a student’s learning experience. Furthermore, they bring a playful and unpredictable aspect to the learning process.