SDG 10 - Reduced Inequalities
Reduce inequality within and among countries.
10.3 - International students from developing countries
In alignment with our commitment to international educational equity and global mobility, our university actively supports scholars and students from economically developing regions across all academic degree levels. This metric evaluates the proportion of full-time equivalent (FTE) international students originating from World Bank-defined low and lower-middle income countries who receive significant financial aid to sustain their academic studies.
By providing dedicated scholarship programs, tuition subsidies, and targeted living assistance, our institution removes financial barriers for talented international scholars, enhancing campus diversity and advancing global equity in higher education.
10.3.1 - Proportion of international students from developing countries
With policies in place to support international students, Leyte Normal University (LNU) demonstrates its commitment to inclusivity and equal opportunities for students from diverse economic backgrounds. Among its international students is Xianglin Niu, a Chinese citizen enrolled in the Master in Special Education program since August 11, 2023. LNU creates an environment where international students can thrive, offering them the resources and support they need to succeed academically and culturally. This inclusivity contributes to LNU’s broader mission of fostering global partnerships and reducing educational inequalities, ensuring that all students, regardless of nationality, have the opportunity to achieve their academic goals.
Number of Students
The university’s full-time equivalent (FTE) student population experienced minor fluctuations across the three-year monitoring period. Enrollment contracted slightly from 7,374 students in 2022 to 7,182 students in 2023, representing a 2.61% decrease or a net reduction of 192 students. In 2024, total enrollment rebounded to 7,277 students, reflecting a year-over-year increase of 95 students, or a 1.32% growth from 2023. Overall, institutional student capacity has remained highly stable, maintaining a steady baseline within the 7,100 to 7,400 range across all three academic cycles.
Number of international students from developing countries
The cohort of international students originating from World Bank-defined low and lower-middle-income nations maintained a minimal baseline during the initial reporting years, recording zero students in 2021, two students in 2022 (0.027% of total student enrollment), and one student in 2023 (0.014% of total enrolled students). In 2024, this count surged sharply to 19 international students. Out of the 7,277 total enrolled students in 2024, this cohort now accounts for 0.261% of the overall student body, marking a nineteen-fold year-over-year increase and an 1,800% growth in representation. This rapid expansion reflects a deliberate institutional strategy to scale international scholarship frameworks, expand global academic partnerships, and provide substantial financial backing for scholars from developing regions.
