In September last year, a high-level delegation from Saudi Arabia, led by the Saudi Minister of Education Yousef Al-Benyan, visited Australia to strengthen bilateral cooperation in education, research, and skills development. The visit reflected the growing strategic importance of education diplomacy between the two countries and highlighted Saudi Arabia’s ambition to transform itself into a regional and global education hub under Vision 2030.
A key highlight of the visit was a roundtable meeting with Australia’s leading universities, including members of the Group of Eight and institutions recognised for excellence in research, innovation, and industry engagement. The discussions underscored Saudi Arabia’s increasing interest in building international education partnerships capable of supporting the Kingdom’s transition toward a diversified, knowledge-based economy.
The visit also reinforced Australia’s position as a trusted education partner in the eyes of Saudi policymakers and academic leaders. Australian universities are increasingly viewed as well-positioned to contribute to Saudi Arabia’s higher education transformation through expertise in research, innovation, and work-integrated learning (WIL).
Yet, despite the momentum and mutual interest, important questions remain. What are the challenges facing transnational education (TNE) in the Middle East, particularly in Saudi Arabia? And what factors continue to shape the opportunities and limitations of offshore expansion for Australian universities?
Across both countries, changing economic priorities and evolving education policies have accelerated the push toward internationalisation. In Australia, universities are no longer relying solely on inbound international student recruitment. Increasingly, institutions are pursuing offshore delivery models, branch campuses, research collaborations, and industry-linked partnerships as part of broader global engagement strategies. At the same time, Saudi Arabia is investing heavily in private education, international partnerships, and workforce development aligned with emerging sectors such as artificial intelligence, healthcare, engineering, tourism, and digital innovation.
Among Gulf states, Saudi Arabia presents perhaps the most ambitious and financially significant opportunity for international higher education providers. Driven by Vision 2030 and the Human Capability Development Program, the Kingdom is transforming its education sector to reduce dependence on oil revenues and cultivate a highly skilled national workforce.
One of the clearest examples of Australia’s growing TNE engagement in Saudi Arabia is the expansion of the University of Wollongong into Riyadh. The university became one of the first foreign institutions to receive both a Saudi investment license and a Ministry of Education licence, marking a major milestone in the Kingdom’s efforts to attract globally recognised universities.
Central to this expansion is UOW Global Enterprises (UOWGE), the commercial and international operations arm responsible for managing the university’s offshore campuses and global partnerships. Through branch campuses, pathway programs, and transnational partnerships, UOWGE has expanded the university’s international footprint across the Middle East and Asia while maintaining academic standards aligned with its Australian operations.
The Riyadh campus reflects a phased educational strategy. Initial operations focus on English language and foundation programs through UOW College, followed by undergraduate degree offerings from 2027 onward. Importantly, the campus also reflects broader social reforms underway in Saudi Arabia. Designed as a co-educational environment, it departs from the historically gender-segregated model that characterised much of traditional education in the Kingdom. The academic focus closely aligns with Saudi national priorities in science, technology, business, engineering, and digital innovation.
However, the expansion has not been without controversy. Within Australia, concerns have been raised regarding academic freedom, institutional autonomy, and ethical engagement within the Saudi political system. Critics argue that universities operating in the Kingdom may face limitations relating to freedom of expression, curriculum independence, and governance practices.
At the same time, Saudi officials have consistently emphasised that foreign universities operating in the Kingdom will be granted academic freedom and institutional autonomy in order to attract globally recognised institutions and align with international higher education standards. As part of Vision 2030, Saudi Arabia is attempting to create a more competitive higher education environment by allowing foreign institutions to maintain their governance structures, academic models, admission policies, and quality assurance frameworks.
The Riyadh expansion therefore illustrates both the opportunities and complexities associated with transnational education in the Gulf region. While Saudi Arabia presents substantial commercial and strategic potential, success requires careful navigation of political, regulatory, cultural, and ethical considerations.
Interestingly, while Australian universities are increasingly encouraged to establish offshore campuses abroad, much of the Australian government’s strategic focus has centred on Asia — particularly India — rather than the Middle East. India has become a priority destination due to its enormous student population, geographic proximity, and strong policy support under the National Education Policy 2020.
This policy direction has encouraged several Australian universities to pursue branch campuses and research partnerships in India as part of a broader Indo-Pacific engagement strategy. The Indian government has also issued approvals and Letters of Intent to international institutions, including Australian universities such as Western Sydney University, Victoria University, and the University of New South Wales, which is scheduled to commence operations in Bengaluru in August 2026. This development further reinforces India’s position as a key destination for Australian transnational education expansion and signals growing momentum in offshore delivery models across the sector.
By contrast, the Middle East has received comparatively less strategic attention within Australia’s international education agenda despite its financial capacity and rapidly expanding private higher education market. Historically, Australian universities have viewed the Gulf region as politically complex and operationally uncertain, while the dominance of British and American institutions has also limited Australia’s institutional presence.
Nevertheless, this cautious approach may represent a missed strategic opportunity. Saudi Arabia’s growing demand for workforce localisation, applied research, and industry-linked learning aligns strongly with Australia’s higher education strengths. In particular, Australian universities possess a strong reputation for work-integrated learning, internships, employability-focused education, and industry engagement — all areas increasingly prioritised by Saudi policymakers seeking to prepare graduates for a competitive global economy.
Ultimately, the future of transnational education in Saudi Arabia will depend not only on the establishment of branch campuses, but on the ability of universities to build meaningful partnerships that connect education directly to workforce development, innovation, and economic transformation. As global competition for international education markets intensifies, Saudi Arabia is emerging not simply as an outbound student market, but as a strategic education hub with the potential to reshape the future of higher education engagement in the Middle East.
Gus Olwan has 19 years of experience in the international education sector, including work with the Saudi Arabian Cultural Mission in Canberra and consulting across the industry. He develops global education strategies focused on strengthening networks and partnerships between Australia and the Middle East and North Africa (MENA) region.
He has been published in outlets including Policy Forum, Policy Space, Al-Jazirah, and Alyaum. He holds a Bachelor’s and Master’s degree in International Trade from Victoria University, a Master’s degree in International Policy Studies from La Trobe University, and a PhD in Government from the University of Canberra.
The views expressed by Gus in The Koala News are based on his own research and opinions and do not represent those of his current or former employers.
