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 rankingsÌý

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.Ìý

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  • Children in a classroom with their hands up

    8 first lesson problems for young learners

    By Joanna Wiseman

    The first class with a new group of young learners can be a nerve-wracking experience for teachers old and new. Many of us spend the night before thinking about how to make a positive start to the year, with a mixture of nerves, excitement, and a desire to get started. However, sometimes things don’t always go as expected, and it is important to set a few ground rules in those early lessons to ensure a positive classroom experience for all, throughout the academic year.

    Let’s look at a few common problems that can come up, and how best to deal with them at the start of the school year.

    1. Students are not ready to start the class

    How the first few minutes of the class are spent can greatly influence how the lesson goes. Students can be slow to get out their equipment and this can cause a lot of time wasting. To discourage this, start lessons with a timed challenge.

    1. Tell students what you want them to do when they come into class, e.g. sit down, take out their books and pencil cases, sit quietly ready for the lesson to start.
    2. Time how long it takes for everyone to do this and make a note. Each day do the same.
    3. Challenge students to do this faster every day. You could provide a goal and offer a prize at the end of the trimester if they reach it, e.g. be ready in less than a minute every day.

    2. Students speak their first language (L1) in class

    One of primary teachers' most common classroom management issues is getting them to speak English. However, young learners may need to speak their mother tongue occasionally, and a complete ban on L1 is often not the best solution. But how can we encourage students to use English wherever possible?

    Tell students they have to ask permission to speak in L1, if they really need to.

    • 3 word rule — tell students that they can use a maximum of three words in L1 if they don’t know them in English.
    • Write ENGLISH on the board in large letters. Each time someone speaks in L1, erase a letter. Tell students each letter represents time (e.g. 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains they can choose a game.

    3. Students don’t get on with each other

    It is only natural that students will want to sit with their friends, but it is important that students learn to work with different people. Most students will react reasonably if asked to work with someone new, but occasionally conflicts can arise. To help avoid uncomfortable situations, do team building activities, such as those below, at the beginning of the school year, and do them again whenever you feel that they would be beneficial:

    • Give students an icebreaker activity such as 'find a friend bingo' to help students find out more about each other.
    • Help students learn more about each other by finding out what they have in common.
    • Balloon race. Have two or more teams with an equal number of students stand in lines. Give each team a balloon to pass to the next student without using their hands. The first team to pass the balloon to the end of the line wins.
    • Team letter/word building. Call out a letter of the alphabet and have pairs of students form it with their bodies, lying on the floor. When students can do this easily, call out short words, e.g. cat, and have the pairs join up (e.g. three pairs = group of six) and form the letters to make the word.

    4. Students don’t know what to do

    When the instructions are given in English, there will inevitably be a few students who don’t understand what they have to do. It is essential to give clear, concise instructions and to model the activity before you ask students to start. To check students know what to do and clarify any problems:

    • Have one or more students demonstrate using an example.
    • Have one student explain the task in L1.
    • Monitor the task closely in the first few minutes and check individual students are on the right track.

    5. A student refuses to participate/do the task

    This is a frequent problem that can have many different causes. In the first few lessons, this may simply be shyness, but it is important to identify the cause early to devise an effective strategy. A few other causes might include:

    • Lack of language required to respond or do the task. Provide differentiation tasks or scaffolding to help students with a lower level complete the task or have them respond in a non-oral way.
    • Low self-confidence in their ability to speak English. Again, differentiation and scaffolding can help here. Have students work in small groups or pairs first, before being asked to speak in front of the whole class.
    • Lack of interest or engagement in the topic. If students aren’t interested, they won’t have anything to say. Adapt the topic or task, or just move on.
    • External issues e.g. a bad day, a fight with a friend, physical problems (tiredness/hunger/thirst). Talk to the student privately to find out if they are experiencing any problems. Allow them to 'pass' on a task if necessary, and give them something less challenging to do.

    It is important not to force students to do something they don’t want to do, as this will cause a negative atmosphere and can affect the whole class. Ultimately, if a student skips one or two tasks, it won’t affect their achievement in the long run.

    6. Students ask for repeated restroom/water breaks

    It only takes one student to ask to go to the restroom before the whole class suddenly needs to go! This can cause disruption and stops the flow of the lesson. To avoid this, make sure you have rules in place concerning restroom breaks:

    • Make sure students know to go to the restroom before the lesson.
    • Have students bring in their own water bottles. You can provide a space for them to keep their bottles (label them with student names) in the classroom and have students fill them daily at the drinking fountain or faucet.
    • Find out if anyone has any special requirements that may require going to the restroom.
    • Provide 'brain breaks' at strategic points in the lesson when you see students becoming restless.

    7. Students don’t have the required materials

    • Provide parents with a list of materials students will need on the first day.
    • If special materials are required in a lesson, give students a note to take home or post a message on the school platform several days before.
    • Don’t blame the student - whether they have a good reason or not for turning up to class empty-handed, making a child feel guilty will not help.
    • Write a note for parents explaining why bringing materials to class is important.

    8. Students are not listening/talking

    Getting their attention can be challenging if you have a boisterous class. Set up a signal you will use when you want them to pay attention to you. When they hear or see the signal, students should stop what they are doing and look at you. Some common signals are:

    • Raising your handÌý- When students see you raise your hand, they should raise their hands and stop talking. Wait until everyone is sitting in silence with their hands raised. This works well with older children and teenagers.
    • Call and response attention-getters - These are short phrases that prompt students to respond in a certain way, for example: Teacher: "1 2 3, eyes on me!"ÌýStudents: "1 2 3, eyes on you!". Introduce a new attention-getter every few weeks to keep it fun. You can even have your students think up their own phrases to use.
    • Countdowns -ÌýTell students what you want them to do and count backwards from ten to zero, e.g. "When I get to zero, I need you all to be quiet and look at me. 10, 9, 8 …"
    • Keep your voice low and speak calmly -ÌýThis will encourage students to stop talking and bring down excitement levels.
    • A short song or clapping rhythm -ÌýWith younger children, it is effective to use music or songs for transitions between lesson stages so they know what to do at each stage. For primary-aged children, clap out a rhythm and have them repeat it. Start with a simple rhythm, then gradually make it longer, faster, or more complex.