Confusion often arises due to the way non-nationals are perceived in a third country. With the current narrative surrounding migration, non-nationals are not always welcomed. This can be seen in the terms used to refer to them, even when they are students.

Every year, thousands of young people cross borders to study in a neighbouring country or on another continent. This raises the question of whether these students can be considered migrants. Students engaged in academic mobility are a prime example of community or international mobility. According to UNESCO, these pathways are legally regulated and sometimes supported by scholarships. They contribute to the circulation of knowledge and skills.

However, the term “migrant” is still sometimes used in the media and public discourse to refer to these young people, creating confusion by linking mobility with instability. As migration experts point out, the term “migrant” often carries negative connotations in public opinion, evoking ideas of irregularity, escape or social threat.

When referring to students who go abroad to study, it is recommended that expressions such as international students, students in academic mobility or exchange students are used. Alternatively, phrases such as “going to study abroad”, “undertaking international mobility” or “having an international academic experience” can be used to describe their project, highlighting personal development, cultural immersion and professional opportunities.

Expressions and their connotations

The recommended expressions used to refer to students from outside their country of origin carry the right meaning.

  • International students: This is a general term for those who study in a different country.
  • Students in academic mobility: This expression emphasises the temporary nature of the educational movement.
  • Exchange students: This term is often used for specific programmes, such as EU Erasmus+.

Some expressions are also descriptive, such as:

  • “Going to study abroad”: A simple and direct expression that refers to the learner’s project.
  • “Immersing oneself in a new culture”: This highlights the cultural aspect of the study project.
  • “Undertaking academic mobility abroad”: This is a more formal and professional term commonly used in the context of study mobility.
  • “Experiencing international student life” is another expression that emphasises adventure and networking.

Taking this path can contribute to personal growth, including gaining independence, building self-confidence and discovering more about yourself. They also foster cultural openness, helping individuals to adapt to a new environment and build international relationships. There are also professional advantages, such as enhancing one’s CV and acquiring new skills.

Usage specifics

In journalistic or analytical writing, the following terms are used: ‘Students coming from abroad’, ‘young people in academic mobility’, or ‘international mobile students’, the latter of which is more institutional.

Moreover, the following expressions should be used cautiously or avoided:

  • “Student expatriates”: the term “expatriate” primarily refers to workers.
  • “Student migrants”: this is a sensitive term, mostly used in the context of sociology or migration policy.

Should it be international students or migrants? Words versus stereotypes:

Every year, hundreds of international students cross borders, carrying dreams and diplomas. Yet depending on the term used to describe them, their image can shift from that of a symbol of knowledge to a figure of suspicion.

Whether they are in another country in the region or elsewhere in the world, they are officially known as either international or foreign students, terms recognised by academic institutions and international organisations such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the International Organisation for Migration (OIM).

However, in public debates, especially on social media, these young people are sometimes equated with migrants, a term often associated with negative connotations such as precariousness, nomadism and an irregular status. Dialogue Migration regularly criticises this amalgamation, reminding us that migration encompasses multiple realities, including work and education.

According to UNESCO, international student mobility is primarily a means of promoting academic cooperation and developing skills. It is based on specific legal frameworks, such as student visas, university agreements and bilateral accords. This has little to do with the public perception of forced departure or involuntary exile often associated with the term “migrant”.

Sidebar/Box: Words shape integration

Naming is never neutral. Language structures social perception. Using the word “migrant” when “international student” or “community citizen” would be more appropriate for ECOWAS nationals could shift the debate from rights to fear.

Young people who move from Niger to study in Benin, from Burkina Faso to Senegal or from Guinea to Ghana are not in exile. They are participating in what the United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines as international academic mobility, which is a major driver of cooperation and skills development.

Referring to them as “migrants” introduces fears constructed elsewhere into local debates. These fears are largely influenced by migration narratives in Western contexts, which Dialogue Migration regularly analyses.

Furthermore, the border in West Africa is not a crisis border. It is a region of long-standing migration.

Misnaming is not just a mistake. It contributes to stigmatisation, fuels confusion and can sometimes pave the way for rejection.

At a time when universities on the African continent are increasingly welcoming students from the subregion, the continued use of inappropriate terms undermines a key instrument of regional integration.

Using terms such as “foreign student” or “international student” does not sugar-coat the reality. Rather, it is about describing it correctly.

The debate on migration is legitimate. However, systematically linking it to other issues and disregarding facts is less about analysis and more about ideology.

By constantly muddying the waters, we risk losing sight of what truly matters: these young people are not fleeing. They are studying. Studying elsewhere should never be grounds for suspicion.