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Update from Immigration New Zealand
New Immigration New Zealand website now live
The new Immigration New Zealand (INZ) website is now live, with clearer information and guidance to help INZ customers navigate their immigration journey more easily.
The new visual design and structure makes it easier for customers to know what the visa process means for them and how to apply for a visa and comply with their visa conditions.
Visit the new INZ website.Apply early to get ahead of the student visa peak
Applying for a student visa at least three months before intended travel date gives students the best chance to have a decision made in time for their study.
The processing of student visas is a priority for INZ, particularly as it gets closer to peak times.
Immigration New Zealand is in the mid-year student visa processing peak, which is between May and August each year.
Applications take longer to be decided during this peak period, so it is important that students apply early if they want to come to New Zealand to study.
Wait times for international student visa applications are published in our visa wait times section.
Help us process applications faster
To help INZ process applications quicker and avoid unnecessary delays, students should provide full and complete applications, including all necessary documentation.
Students can use our student visa information sheets to make sure their application has all the information and documentation required.
Student visa information sheet – first-time international students
Student visa information sheet – continuing international students
If students apply late, their application may not be processed in time for their study in New Zealand.
Due to the high volume of visa applications expected, we will not contact students if documents are missing from their application. If the missing information is key to the assessment, then the application may be declined.
Student visas moving to enhanced Immigration Online
From 18 August 2025, international student visa applications are moving to Immigration New Zealand’s enhanced Immigration Online system.
The aim is a simpler, faster and more user-friendly visa application process to reduce waiting times, provide clear communication on application statuses, and increase self-service capabilities so everyone feels more informed and better supported.
How applications during this transition will be managed
As we are in a peak period for student visa applications, we encourage applicants to submit applications when they are ready, and at least 3 months ahead of the intended travel date to help avoid delays that may impact them starting their study on time.
There are some important things applicants need to know if they are submitting an international student visa application around August 2025.
If applicants start a new draft application on or before 17 August, they will be applying in our current system. They will need to submit the application by 17 September, otherwise the draft application will expire.
If they start an application on or after 18 August, they will be automatically directed to our new system.
Please read our news item for more detailed information on the visas affected and the transition process.
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New Zealand providers show global leadership at NAFSA 2025
Education New Zealand Manapou ki te Ao (ENZ), alongside representatives from eight tertiary providers wrapped up a high-impact week at the NAFSA 2025 Annual Conference in San Diego at the end of May.
Under the conference theme ‘People, Place and Partnership,’ New Zealand’s delegation was in amongst over the 8,000+ global education leaders, strengthening institutional ties and driving new collaboration opportunities.
Representatives from the University of Auckland connecting with conference delegates in the New Zealand pavillion.
The New Zealand pavilion comprised of University of Auckland, Auckland University of Technology, University of Waikato, Massey University, Victoria University of Wellington, University of Canterbury, University of Otago and Whitecliffe College.
ENZ Chief Executive, Amanda Malu, said being present at the world’s largest international education conference is not just about visibility—it’s about leadership.
“New Zealand’s education providers have a unique perspective to offer the global education community, and NAFSA is where those voices can shape conversations, forge partnerships, and spark ideas that transcend borders,” she said.
ENZ worked with NAFSA to host two sessions in the New Zealand pavilion. Both sessions were well attended, sparking discussions among conference delegates about reimagining higher education.
The University of Waikato panel session. From L to R: ENZ Director of Engagement, DuBois Jennings; Unviersity of Waikato Deputy Vice-Chancellor Māori, Dr. Sarah-Jane Tiakiwai; University of Waikato Associate Director Global Experiences, Jaydene Meadows and ENZ Acting Regional Director, Natalie Lulia.
The first session moderated by ENZ Director of Engagement North America, DuBois Jennings, featured a panel discussion titled ‘Te Ao Hurihuri Indigenous Internationalisation: Perspectives from Te Whare Wānanga o Waikato – The University of Waikato’. The session explored the concept of indigenous internationalisation, focusing on the unique approaches and programmes delivered at The University of Waikato. On the panel was Deputy Vice-Chancellor Māori Dr. Sarah-Jane Tiakiwai, Associate Director, Global Experiences Jaydene Meadows from the University of Waikato, and ENZ Acting Regional Director, Natalie Lulia.
Associate Director of Global Experiences Jaydene Meadows said the outcomes for the University of Waikato well surpassed previous years at the conference.
“This year was significant for us, deepening the roots of current relationships, while promoting new programme offerings and working to develop new business opportunities.”
The University of Otago presented the second session titled 'Indigenising our university’s name and brandmark: Ōtākou Whakaihu Waka | University of Otago'. Deputy Vice-Chancellor, External Engagement Professor Jessica Palmer and Manager, Indigenous Internationalisation, Karamea Pēwhairangi reflected on a year since the global launch of their new brandmark, the journey to being gifted a Māori name, and how the University of Otago includes indigeneity in the University’s Internationalisation Strategy.
ENZ Acting Regional Director Natalie Lulia said both sessions showcased New Zealand’s unique approach to education that integrates indigenous knowledge, and she looks forward to building on the momentum of the conference.
“NAFSA certainly set the ball rolling for increased student mobility, enhanced research linkages, and stronger people-to-people connections between New Zealand and our international partners,” she said.
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New Zealand Global Competence Certificate programme proves a hit
What is New Zealand’s Global Competence Certificate programme?
The customised cultural exchange programme, which started as a pilot partnership last year between New Zealand’s international education agency, Education New Zealand Manapou ki te Ao and AFS Intercultural Programs, Inc. has proved so successful it is now being extended and taken up by schools and tertiary institutions around the country, connecting them with students in Asia and Latin America.
The “Kiwi way” has much to offer the world, and international education has much to offer New Zealanders at a time the world needs people with cross-cultural competencies. The New Zealand Global Competence Certificate, delivered through Massey University, develops cultural self-awareness, emotional resilience, and build bridges across cultures. It also piques the interest of students offshore in coming to New Zealand in better times.
The programme delivers animated videos, quizzes, assignments, and weekly live facilitated dialogue sessions for learners to talk with each other online in real time and learn about life from perspectives other than their own.
What have students been saying about the NZGCC programme?
“Not only have I learned to become a better communicator, empathiser, and global citizen, but also how a group of like-minded individuals can come together to form something bigger,” says Jack Hittle, of Northland’s Springbank School.
“I found the programme life-changing,” says Vaagisha Kanwar, a Year 11 student at Indus International School in Bangalore, India, who connected with the Northland students. “We learned about conflict, empathy, inequality, different communication styles, how different people adapt to new situations, and about suspending judgement. I know that I’ll use the skills we’ve learned for the rest of my life, not just when I travel abroad but also in daily life.”
"You see the way a culture greets each other or the way they dress, but then there are things like relationships, gender roles, and health,” says Whanganui Girls College student Tilda Donson.
What have educators been saying about the NZGCC programme?
Whanganui Girls College Principal Sharon Steer is delighted with the NZGCC programme, which she says will help students build their understanding of global cultures, and other critical “soft” skills which will prepare them for life as they enter the workforce.
“An important part of our curriculum is developing strong communication skills and setting our students up for success in the workplace. The NZGCC programme will add another dimension to our lessons by teaching our students how to develop meaningful relationships with one another despite language and cultural differences.”
Educators say that with the borders closed, the programme now forms an important part of the reshaped international education experience.
“It is so important that our students don’t miss out on the enriching life skills that are gained when we interact and connect with people from around the globe,” says Whangarei Girls High School International Director Amelia Morrison, who has students working with peers in India.
"Global competence is mission-critical for our world," says AFS Intercultural Programs President and CEO Daniel Obst. “Educating more young people to become global citizens is crucial if we want to create a more just and peaceful world.”
The expansion of the GCC programme reflects the diversification of education in new virtual forms fit for a globally connected world, says Education New Zealand Chief Executive Grant McPherson.
“As well as helping to develop the global citizens of tomorrow, this programme demonstrates the reciprocal benefits of international education, giving our rangatahi a chance to learn with high school students from around the world, and giving their offshore peers a chance to learn ‘with’ New Zealand and our unique way of thinking.”
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Massey student’s robotic gut capsule could be a game-changer
Millions of people globally die every year from gut-related illnesses, and many more live a life of suffering, yet diagnostic tools remain quite rudimentary.
Arriving from Pakistan as an international student in 2018, armed with a BSc and MSc in Electrical Engineering, Rehan was excited to join the Microbiotics Lab at Massey University. There he accelerated early work on a micro capsule which could be swallowed and was able to collect samples of the microbiome in specific parts of the gut.
Unlike the poop in a jar method, the capsule’s targeted sampling provides a much more detailed analysis, allowing for earlier diagnosis of killer diseases such as cancer and diabetes and easier treatment of inflammatory conditions like Crohn’s and coeliac diseases.
Early treatment of gut disease can save lives
Treating disease early reduces complications and saves lives. And with the capsule expected to be quite affordable to produce, developing countries could share in the benefits it would bring.
“It is a huge step forward. There are so many advantages and applications,” Rehan says. “The gut is still a bit of a mystery, but the micro-organisms that live there can tell us a lot about our health.”
While an endoscopy camera capsule can take images, it has limitations, and clinicians are excited by the prospect of having such a sophisticated but easy-to-use device to help with diagnosis, Rehan says.
Research project shows commercial promise
What started as a research-oriented project is showing commercial promise. And not just from doctors. Rehan has also had interest from the veterinary sector, and nutritionists keen to better understand nutritional absorption.
The next step is to hone the final details of the capsule design and apply for patents. Once he has ethical approval, he can begin testing in animals. He expects that to be within months.
Rehan is proud of what he has achieved since arriving in New Zealand with his young family three years ago. He says he could have gone to the UK or US, but chose New Zealand based on recommendations by friends already studying here, who described the research environment for international students as open and collaborative. He was also excited by the work being undertaken in microbiotics by his supervisor Ebu Avci and was keen to be involved.
Collaborative environment makes for impactful outcomes
“I’ve valued the network of like-minded people I’ve developed and know that I’ll have a supportive community to call on when I’m no longer in New Zealand,” he says. “The easy collaboration with other universities and organisations such as Callaghan Innovation and MacDiarmid Institute also makes the research and outcomes more impactful.”
Such is the life-saving potential of Rehan’s gut capsule, that he was selected to represent New Zealand last month at the International Falling Walls Lab competition in Berlin, Germany. The competition provides a platform for early-career innovators to present, in a three-minute pitch to a jury of experts from academia and business, how they might fix pressing global challenges. Rehan had to compete remotely and wasn’t the ultimate winner but says he it was a great opportunity to network and learn from other research developments going on around the world.
Rehan plans to spend next year writing his thesis before returning to Pakistan. Funded by his government to study internationally, he is conscious of the need to return home to share his skills and knowledge but has not ruled out returning to New Zealand to undertake further research in the future.
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New Zealand and China share cultural connection through conservation
In many ways New Zealand’s management of protected lands is world-leading, but there is still much to learn from others. Collaboration is key to improving outcomes and shaping policy in the years ahead. Dr Mick Abbott, professor of Landscape Architecture at Lincoln University, has been collaborating with researchers in China since 2014, with support from Education New Zealand’s Tripartite Fund. The fund assists New Zealand universities to join in research partnerships as the “Third Brother” with two Chinese Universities - one “emerging” and the other “established”.
Dr Abbott has been working with Tsinghua University in Beijing and Kunming University of Science and Technology in Yunnan province on research projects, field trips, workshops, student courses, and the production of bilingual learning materials.
“While we achieve very good conservation outcomes in New Zealand, it is essential that we look beyond our borders for further research and understanding” - Dr Mick Abbott, WildAtlas project lead and Tripartite Fund recipient
Need to look beyond our borders
“Conservation underpins our value proposition to the world,” he says.
“While we achieve very good conservation outcomes in New Zealand, it is essential that we look beyond our borders for further research and understanding.”
While China looks to New Zealand for leadership on how to effectively protect pristine environments from the impacts of recreation and tourism, New Zealand stands to learn a lot from how China celebrates its cultural connections with nature, Dr Abbott says.
“Protected lands in China are associated with cultural value. In Chinese thinking ecological civilisation underpins wider civilisation. They take a holistic view and there are elements in common with Mātauranga Māori (Māori wisdom and world view).
Cross-cultural thinking important
Mātauranga Māori can enhance the cultural connection between Maori and Chinese and creates valuable synergies, he says. “Cross-cultural thinking is so important.”
Key to the success of the long-term relationship was an exhibition Lincoln University curated in Beijing in 2017, showcasing New Zealand’s protected areas and a range of eye-catching exhibits, alongside Lincoln’s research and that of Tsinghua University on the future direction of protected area management.
The exhibition attracted 50,000 visitors and kicked off the WildAtlas project which Dr Abbott has spent the past four years developing. WildAtlas is a collection of virtual tours that bring to life the stories of New Zealand’s National Parks and protected areas, both past and present.
Available in both English and Chinese, WildAtlas is principally used as an educational tool aimed at university students, but Dr Abbott would like to extend its reach to Year 12 and 13 students. “Land issues are really important in this country, and we must understand there are other ways to view the land. We need to broaden the horizons of our students.”
Conservation experiences a key attraction
Looking to the future, Dr Abbott says that New Zealand conservation managers will benefit from a better understanding of the type of National Park experiences that are attractive to Chinese visitors.
“Pre-Covid, China was New Zealand’s second largest inbound tourism market and largest long-haul market. Our conservation areas and national parks are a key attraction.”
He is using the latest round of Tripartite funding to create a corresponding Virtual Field Tour of the Protected Areas of Yunnan Province, home to Kunming University of Science and Technology.
Dr Abbott is hugely positive about the relationship which has been built with Tsinghua and Kunming universities through the Tripartite Fund and believes the collaboration will lead to business and investment opportunities in the future.
“We must foster goodwill and understanding first, share our values, and advocate for them.
Editor’s note: New Zealand’s involvement in the Tripartite Fund dates back to 2005, when the New Zealand and Chinese Ministries of Education agreed to formally support and promote tripartite relationships between New Zealand and China, in which a New Zealand university is joined as the ‘third brother’ to an existing ‘two brothers’ arrangement.
For more information on the NZ-China Tripartite Fund or to learn more about Professor Abbott’s research, please contact the ENZ team at china@enz.govt.nz
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New Zealand Geothermal training expertise powers Indonesia's renewables journey
Indonesia has vast capability to generate geothermal power but has looked to New Zealand to provide targeted technical training in order to capitalise on its natural resources and support its renewables journey.
For the past three years, Waikato Institute of Technology (Wintec) has been providing that practical training through the Ministry of Foreign Affairs and Trade’s aid programme.
The programme builds on long-standing relationships with the Indonesian geothermal industry which date back to the 1980s.
New Zealand boasts an innovative and world-leading workforce
Geothermal New Zealand Executive Director Mike Allen says Aotearoa New Zealand boasts an innovative and world-leading workforce in geothermal science, engineering, and plant construction, and that there is obvious mutual benefit in sharing our skills and expertise.
“Students who have undertaken training in New Zealand always have a positive experience and when they return home, they are great ambassadors for us.”
“The geothermal industry is good at maintaining contact with those who have received New Zealand training, and many of them come back and work in the industry here.”
Mr Allen says the MFAT aid investment in the renewable energy space has also benefitted New Zealand in consultancy contracts, new business, research collaboration, and valuable long-term relationships. “The training we provide is very good for Brand New Zealand.”
How Wintec’s international education programme is helping Indonesia
What Indonesia specifically needed from Wintec’s international education programme was training in practical operational skills for their geothermal technicians and operators.
Since 2018, Wintec has been working with technical institutes and universities to incorporate practice-based learning into their courses and has also provided staff training directly to the geothermal operators.
“New Zealand has a strong history of apprenticeships and operator and technician training programmes,” says Jo Douglas, who manages the project for Wintec.
“We took the raw material from our curriculum and repackaged it to meet their needs. We have been involved in curriculum change, training the trainers, and changing their approach so inquiry-based learning and problem-solving is encouraged. We are delivering technical short courses on a range of subject matter in order to fill skills gaps.”
The programme has been hugely successful for Wintec. It has provided a range of technical training to over 700 participants. But Covid has forced changes to how the content is delivered.
Staff developed blended online modules which have seen students doing some online learning and then coming into digital classrooms to observe practical demonstrations by tutors. “We even had a tutor who built a model geothermal cooling tower in his living room and students had to interact with the demonstration online.”
And it is not only the students who are benefiting. “It gives our tutors the chance to teach in entirely different situations, to take their core knowledge and adapt it to new circumstances and with different expectations. It challenges them and gives them the opportunity to see another perspective.”
This geothermal education story is one of many instances where New Zealand’s education providers are sharing their research, experience and education expertise with sectors or industries around the world. Facilitated by respective governments, a New Zealand education is helping other governments to help their people by addressing the country’s challenges or opportunities.
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ICEF ANZA returns to New Zealand
We’re pleased to announce that Tākina Wellington Convention and Exhibition Centre will host ANZA from March 4-6, 2026. ICEF ANZA will showcase New Zealand as a study destination to 160+ agents from all over the world, and is open to education providers from both Australia and New Zealand. ICEF ANZA was last in New Zealand in April 2024, where global agents and New Zealand and Australian education providers came together in Christchurch.
ICEF ANZA is an Australasia-focused event that gives education providers from Australia and New Zealand the opportunity to meet with top international student recruitment agents from around the world who have a focus on these key study destinations.
ENZ Group General Manager International and Sector Engagement, Sahinde Pala, said ENZ is excited to welcome ICEF ANZA back to New Zealand at a time when we are well positioned to attract more international students.“We encourage institutions to participate, as well as to invite agents to visit their regions before and after the event, to experience more of our beautiful country first hand," she said.
For more information please visit: https://www.icef.com/events/icef-anza/
Click here to register: https://www.icef.com/provider-registration-form/
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New Zealand universities’ academic reputation ranks first among English-speaking countries
Published annually, the QS rankings assess more than 1,500 universities globally across areas such as reputation, teaching, research and internationalisation.
New Zealand's overall average score of 51 among countries and territories with at least eight institutions featured in this year’s rankings puts it first in the English-speaking world and fifth in the world for the overall quality of its higher education.
The 2026 results see New Zealand universities improve across academic reputation, citation per faculty, and international student indicators. New Zealand also ranks the highest globally in terms of employment outcomes among key English-speaking study destinations.
Education New Zealand Manapou ki te Ao Chief Executive Amanda Malu said this is a fantastic result or New Zealand universities as they continue to grow in appeal among international students.
“It reinforces New Zealand’s position as a high-quality and welcoming international education destination.
“New Zealand universities are all highly regarded for sustainability research and programmes. We need to celebrate this wonderful result for New Zealand universities that highlights the high calibre of our teaching, research staff and students,” Amanda said.
On sustainability research and programmes, New Zealand comes second only to Sweden and has three universities in the top 100 globally for the sustainability indicator of the QS rankings.
Learn more about the latest QS World University Rankings 2026 here
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Stronger together: TNZ and ENZ support school sector growth through agent famil
The week-long programme brought eight agents from mainland China, Hong Kong, and Taiwan to Wellington, Marlborough and Canterbury.
The aim was to give agents first-hand experience of New Zealand’s short-term study offerings in schools, strengthen connections with regional education providers, and explore opportunities to develop tailored study tour programmes.
The famil was funded by TNZ, with ENZ collaborating with Schools International Education Business Association of New Zealand (SIEBA) to manage the itinerary and logistics.
ENZ Senior Market Development Manager (China), Felix Ye, and TNZ Trade Development Manager (Greater China), Sandy He, led the delegation of eight agents - providing on-the-ground support and sector insights.
In the year ended December 2024 New Zealand exported $1.29 billion of education related travel to China. This represented 35.8% of all exports of education related travel. For trade in education related travel China, People's Republic of ranked 1 of 140 for highest export value. [1] According to data from Stat NZ, 7.9k Chinese students holding visitor visas came to New Zealand for short-term programmes or study tours - the majority visiting during China’s school holidays in July. [2]
The agents visited St Mark’s School in Wellington, meeting with Erica Harrison, the Acting Principal, and her team.
The agents met with 15 schools across the three cities, including a mix of private, state-integrated, and single-sex schools. The journey began in Wellington with a warm welcome at Rāroa Normal Intermediate, where the group received a traditional mihi whakatau — a first-time experience for many.
Deputy Principal Dave Gillies said it was a great opportunity to showcase the school’s experiential learning focus.
“We’re excited about developing professional relationships with the agents and the opportunities that will grow from this visit,” he said.
Students from Chisnallwood Intermediate School perform a haka to welcome the group to the school.
In the South Island, the group explored a range of school offerings and regional initiatives.
In Blenheim, agents gained insights into the unique characteristics of state-integrated education at Richmond View School, Marlborough Boys' College, and Marlborough Girls' College.
In Methven, Mt Hutt College showcased its tailored short-term programme, featuring sustainability-focused tourism at Ōpuke Thermal Pools and hands-on alpine and agricultural experiences – a creative integration of local resources into learning.
The famil concluded in Christchurch, where SIEBA and Christchurch Educated gave overviews of the New Zealand school system and introduced how their initiatives support the growth of international education across the sector.
ENZ Regional Director of Greater China, Dr Ron Xavier, said study tours are a growing area of interest among Chinese agents.
“This famil gave a genuine sense of what New Zealand schools can offer — from cultural experiences to hands-on learning — and helped connect agents with educators who are eager to host students,” he said.
ENZ and TNZ plan to work closely with participating partners to develop new study tours across different regions for 2026, helping raise awareness of New Zealand as an education destination for Chinese students.
SIEBA Executive Director, John van der Zwan, is looking forward to experiencing the benefits of the study tour famil.
“Study tours have significant potential, we look forward to the outcomes of this famil increasing the exposure of New Zealand’s regional schools in the China market,” he said.
Paddling a waka on the Avon River. Beyond education, the famil also highlighted New Zealand’s unique culture and natural beauty. From visiting Te Papa and Wētā Workshop to paddling a waka on the Avon River in Ōtautahi Christchurch, agents experienced the blend of tradition and innovation that makes New Zealand a compelling destination.
[1] Tourism data | Corporate and Stats NZ
[2] https://tourismnewzealand.com/insights/tourism-data/
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New Zealand ready to lead students to a more sustainable future
Research commissioned by Education New Zealand in May found that 79 percent of participants were interested in studying sustainability and climate change. And the 2019 QS Environmental Concerns Survey of 3700 prospective international students from around the world found that more than 75 percent would be more likely to choose a degree if the content helped them learn about reducing their environmental impact.
New Zealand is often viewed as a progressive nation delivering new solutions to problems while at the same time valuing people, place, and planet. Our world-class education system prides itself on preparing graduates with the practical skills and innovative thinking sought by future employers. Those skills must also now empower them to address issues of global consequence.
Tertiary education providers boost sustainability education options
New Zealand tertiary education providers are playing an increasingly important role in shaping this enthusiastic generation of learners, with many institutions incorporating a sustainability focus into their research and in many of the courses they offer.
Waikato University has gone one step further, announcing it will offer the world’s first Bachelor of Climate Change degree from next year. The three-year course will take a multi-disciplinary approach combining science, economic, social, and political systems, plus mātauranga Māori (Māori knowledge and wisdom).
“We all agreed that science alone can’t come up with all the solutions,” says Dean of Science Professor Margaret Barbour, one of the key players in the development of the programme. “We need people who can think across knowledge systems.” She is enthusiastic about the contribution international students will make, working alongside domestic students.
“International students will broaden our perspectives. They will bring new ideas from their home country and that can only be positive because climate change is a global issue,” she says. “The whole world needs to work together on this. We can’t be constrained by national boundaries.”
“Very soon New Zealand, and the world, will have these graduates who will have a thorough understanding of climate change and the impacts on environment and people, and they’ll be able to think critically and holistically,” says Prof Barbour. “They will have expertise in a particular area related to climate change, but they’ll also have the ability to engage with cultural competency outside their area of expertise.” Whether it’s about protecting our land or our oceans, Aotearoa New Zealand is making its mark. While there is still much work to be done, learners are looking our way for both leadership and collaboration.
Students choose New Zealand for sustainability studies
German PhD student Alexandra Lischka has travelled the world for her research in marine biology but says she chose New Zealand for her doctorate studies because it offered her the opportunity to work with internationally respected marine scientists across three universities.
“There are so many problems facing our marine environment, and I want to help solve them. The old ways of thinking aren’t working when it comes to solving some of the biggest problems facing our oceans. I know I need to forge another path if I want to make a difference.”
Heinrich Blass came to New Zealand from Germany to learn more about sustainable and ecological building practices. He chose to spend two semesters last year taking Building Science courses at Victoria University. “I was able to learn a broad approach to sustainable concepts from design to building technology and engineering systems to green building certification,” he says. “This gave me a deep insight as well as extensive expertise in sustainable building.”
International education experience takes New Zealand thinking to the world
In 2019 and 2020, Auckland University topped 850 institutions from 89 countries in the Times Higher Education Impact Rankings which assessed universities against the 17 United Nations’ Sustainable Development Goals across research, outreach, and stewardship.
Vice-Chancellor Professor Dawn Freshwater says the ease of access to oceans and land provides a “natural emphasis” for environmental research. This, combined with the value placed on kaitiakitanga (guardianship) and mātauranga Māori helps to shape “a unique and distinctive approach to sustainability in this country”.
For students who seek a brighter future with a lighter footprint, an international education experience in New Zealand will take our thinking to the world, open pathways to collaborate on global causes, and help make the world a better place.
Mō tātou te taiao ko te atawhai, mō tātou te taiao ko te oranga.
It is for us to care for and look after the environment to ensure its wellbeing; in doing so we ensure our own wellbeing and that of future generations.
