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The resumption of student loan payments means students will need new policies — and our help

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After a three-year pause prompted by the pandemic, the clock on student loan repayments suddenly started ticking again in September 2023, and forbearance ended last September. For millions of borrowers like Shauntee Russell, the resumption of payments marked a harsh return to financial reality.  

Russell, a single mother of three from Chicago, had received $127,000 in student loan forgiveness through the SAVE program, and had experienced profound relief at having that $632 monthly payment lifted from her shoulders. SAVE exemplified both the transformative power of debt relief and the urgent need to continue this fight — but now SAVE has been suspended. 

Such setbacks cannot be the end of our story, as I document in my forthcoming book. The resumption of loan payments, while painful, must serve as a rallying cry rather than a surrender. We stand at a critical juncture. The Supreme Court’s devastating blow to former President Biden’s initial forgiveness plan and the ongoing legal challenges to programs like SAVE have left 45 million borrowers in a state of financial limbo. The fundamental inequities of our higher education system have never been more apparent.  

Black students graduate with nearly 50 percent more debt than their white counterparts, while women hold roughly two-thirds of all outstanding student debt — a staggering $1.5 trillion that continues to grow. These aren’t just statistics; they represent systemic barriers that prevent entire communities from achieving economic mobility. 

Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter. 

The students I interviewed while reporting on this crisis reveal the human cost of inaction. They include Maria Sanchez, a nursing student in St. Louis who skips meals to save money and can only access textbooks through library loans.  

Then there is Robert Carroll, who gave up his dorm room in Cleveland and now alternates between friends’ couches just to stay in school.  

These students represent the millions who are working multiple jobs, sacrificing basic needs and seeing their dreams deferred under the weight of financial pressure. 

Yet what strikes me most is their resilience and determination. Despite these overwhelming obstacles, these students persist, driven by the same belief that motivated civil rights leaders like Congressman Adam Clayton Powell Jr. — that education is the pathway to economic empowerment and social justice. 

The current political landscape, with Donald J. Trump’s return to the presidency and a Republican-controlled Congress, presents unprecedented challenges. Plans to dismantle key borrower protections and efforts to eliminate the Department of Education signal a dark period ahead for student debt relief.  

But history teaches us that progress often comes through sustained grassroots organizing and innovative policy solutions at multiple levels of government and society. 

State governments have an opportunity to fill the federal void through programs like Massachusetts’ Student Loan Borrower Bill of Rights and Maine’s Student Loan Repayment Tax Credit. 

Universities must step up with institutional relief programs, as my own institution, Trinity Washington University, did when it settled $1.8 million in student balances during the pandemic. 

The Black church, which has long understood the connection between education and liberation, continues to provide crucial support through scholarship programs. Organizations like the United Negro College Fund, the Thurgood Marshall College Fund and the National Association for Equal Opportunity in Higher Education remain vital pillars in making higher education accessible. 

Still, individual, institutional and state efforts, while necessary, are not sufficient. We need comprehensive federal action that treats student debt as what it truly is: a civil rights issue and a moral imperative. The magnitude of the crisis — it affects Americans across every congressional district — creates unique opportunities for bipartisan coalition building. 

Smart advocates are already reframing the narrative by replacing partisan talking points with economic arguments that resonate across ideological lines: workforce development, entrepreneurship and American competitiveness on the world stage.  

When student debt prevents nurses from serving rural communities, teachers from working in underserved schools and young entrepreneurs from starting businesses, it becomes an economic drag that affects everyone.  

Related: How Trump is changing higher education: The view from 4 campuses 

The path to federal action may require creative approaches — perhaps through tax policy, regulatory changes or targeted relief for specific professions — but the political mathematics of 45 million impacted voters ultimately makes comprehensive action not just morally necessary, but politically inevitable.  

Student debt relief is not about handouts — it’s about honoring the promise that education should be a ladder up, not an anchor weighing down entire generations; it’s about ensuring that Shauntee Russell’s relief becomes the norm, not the exception. The fight is far from over.  

The young activists I met at the March on Washington 60th anniversary understood something profound: Their debt is not their fault, but their fight is their responsibility. They carry forward the legacy of those who came before them who believed that access to education should not depend on one’s family wealth, and that crushing debt should not be the price of pursuing knowledge. 

The arc of history still bends toward justice — but in this era of political resistance, we must be prepared to bend it ourselves through sustained organizing, innovative policy solutions and an unwavering commitment to the principle that education is a right, not a privilege reserved for the wealthy. 

The resumption of payments is not the end of this story. It’s the beginning of the next chapter in our fight for educational equity and economic justice. And this chapter, like those before it, will be written by the voices of the millions who refuse to let debt define their destiny. 

Jamal Watson is a professor and associate dean of graduate studies at Trinity Washington University and an editor at Diverse Issues In Higher Education. 

Contact the opinion editor at opinion@hechingerreport.org. 

This story about student loan payments was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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Goal of “managed growth” and diversity drive shared across Australian government depts

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A “new chapter” in TNE, renewed focus on Southeast Asia and a desire for joined-up collaboration to improve integrity issues were among the key themes discussed at a recent Future Focus Dialogue – an event designed to connect senior sector leaders with Australian government departments supporting international education.

Organised by Austrade with the involvement of many government departments and peak bodies, the afternoon saw high level dialogue focused on three key areas: quality and integrity, Transnational Education (TNE) and graduate employability and workforce needs.

The issue of onshore provider switching quickly emerged during the open discussion. While charging international students to switch providers is not expected in the short term, it was acknowledged as one of several potential measures being considered to address the challenge of course transfers.

Education providers were encouraged to look at their own track record for students requesting to switch – currently allowed after a six-month ban on immediate course change – and to consider their retention rate in terms of whether their recruitment is having an effective outcome.

Elsewhere, delegates heard from quality standards auditor, TEQSA, on its desire to continue to work collaboratively with education providers to highlight and solve any integrity issues. Speakers acknowledged that quality and integrity compliance isn’t solely a problem caused by education agents – providers too have a responsibility to uphold high quality standards.

The agency reiterated its regulatory role in overseeing registered institutions, and indicated a desire to work with providers across the system to develop coordinated, government-aligned actions.

Maintaining integrity across both the migration and education systems remains a critical focus for government, officials from the Department of Education also reinforced, with efforts underway to strengthen coordinated action, involving regulators and multiple agencies.

Within this broader ecosystem, education agents are recognised as playing a valuable role in supporting international students, but one that must be balanced with appropriate oversight and accountability. A core priority is protecting students from exploitation and ensuring the system operates in their best interests, the Gold Coast audience heard.

Discussions throughout the day showed a clear call for a focus on diversity – and deeper engagement with southeast Asia – although it was acknowledged that this is not an easy goal, noting the difficulty of starting fresh in an emerging source country and the cost of investment required.

But other means of diversification exist – through campus location, course level, and by getting students into programs in locations across Australia, not just in the most concentrated spots, stakeholders were reminded.

Representatives from the Department of Home Affairs added weight to the call for sustainable growth and developing new markets slowly. The DHA’s experience in processing visas mean they have seen first-hand that rapid growth in a market doesn’t necessarily mean it’s quality growth.

Nepal was highlighted as a market that had been invested in and developed to become an important source country for Australia.

The DHA said it is keen to support providers on their journey to building such markets, while looking to avoid uncontrolled growth without quality, with a shared priority for government and providers being the sustainability of the sector.

An audience question sparked discussion around the Australian government’s Southeast Asian Economic Strategy to 2040 – which is just two years old – and how investment funds might be channelled to help support international educators. Officials described it as an “opportune time” for the sector and government to do more in terms of the implementation of recommendations and to work collaboratively.

A recent trip to Thailand and Cambodia yielded meaningful engagements for 19 education and skills providers in Australia who had been a part of the mission, the audience heard.

Other areas, such as engaging with Australian alumni in region were not as advanced, due in part to the ambition of the strategy.

Continuing to work with the sector to incentivise and support a focus on that key region as part of broader diversification plans is very much a priority for government, it was revealed, with government thinking about future policy settings that support that outreach to South East Asia in line with the strategy.

Officials said there is “clearly scope” to expand from a low base in many markets and cited Indonesia as an example.

The focus on southeast Asia also extended to the TNE panel discussion, in which it was agreed that there was a “new era” for opportunity in TNE, with many Australian institutions were looking at this more seriously.

The Philippines and Vietnam were cited as two examples of markets focused on vocational skills and open to TNE development. Data was shared that already, 100,000 students are enrolled on TNE courses leading to an Australian qualification.

TNE expansion was described as a medium to a long-term objective, one that requires a shift of investment, and that is going to require increasing engagement and advocacy by government agencies, with partner countries.

Officials have already seen a step up in the engagement, including by hosts in Thailand and in Vietnam.

The government continues to view TNE as a key element in supporting diversification within Australia’s international education sector. TNE is recognised for its role in expanding access to Australian education for students who may not be able to undertake study onshore, and it remains a consideration in shaping future international education policy.

Certain TNE arrangements have also been granted priority visa processing exemptions, outside of National Planning Level (NPL) calculations, reflecting the government’s recognition of TNE’s value in strengthening the integrity and global reputation of Australia’s education system.



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Choosing AI for education: Free or proprietary?

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While open-source platforms have their cons, they can prevent the creation of an elite digital class, monopolies, profiteering, and rent-seeking. 

Like any emerging technology, Artificial Intelligence has triggered debates about the consequences for the digital divide. The debate, here, is not just about access to devices, but about the design of AI systems. Proprietary AI tools, owned and controlled by companies, are behind costly paywalls. In the arena of education, such tools may exacerbate the gap between the “haves” and “have-nots”. On the other hand, free and open-source platforms promise wider reach, but raise concerns about quality and sustainability.

This doesn’t make it the first time in history that policymakers are at a crossroads in choosing between free and proprietary tools. The free software movement, which began in 1983, rejects proprietary software and advocates for complete freedom for users to use the software for any purpose, study how the program works, adapt it to their needs, and share copies with others. The intent was to prevent the creation of an elite digital class, prevent monopolies, profiteering, and rent-seeking. A major problem with open-source platforms is that, in case a problem arises, there is no designated stakeholder to resolve it.

The same choice lies ahead of the government now with AI in education. Should schools rely on free AI tools to democratise access, or push for regulated adoption of proprietary systems? What prescriptions must schools and colleges adopt today to prepare students for an AI-powered world without deepening inequality?

To delve deeper into the topic, The Hindu will host a live webinar titled, ‘Choosing AI for education: Free or proprietary?’, on September 6, at 5:00 p.m. Register now for free to ask questions and interact with the panellists. The three best questions will receive a free online subscription to The Hindu.



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NTU Beyond Borders: go young, go beyond!

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National Taiwan University (NTU) meets this obligation through its visionary initiative, NTU Beyond Borders. This innovative program seamlessly integrates holistic education, altruistic leadership, and practical action, all while supporting the United Nations’ Sustainable Development Goals (SDGs). This empowers students to engage meaningfully in transformative global learning experiences.

​NTU Beyond Borders serves as NTU’s strategic response to the evolving landscape of global education. The initiative fosters meaningful international collaboration and practical problem-solving by offering students diverse opportunities across three core areas: student initiatives, academic mobility, and experiential learning.

Student initiatives: empowering changemakers for SDG impact

At the heart of NTU Beyond Borders is the Student Initiative program, where students kickstart projects directly addressing global social and environmental issues aligned with the UN’s SDGs. They are empowered to conceptualise, design, and implement their own international projects, fostering real-world impact.

A remarkable project from NTU’s College of Public Health recognised by NTU’s Student Social Contribution Award involved students reviving traditional millet cultivation practices to support indigenous Taiwanese communities. This initiative not only advanced sustainable agricultural practices but also celebrated and helped to protect a part of Taiwan’s indigenous cultural heritage, exemplifying the practical impact of altruistic student leadership.

In another impactful international project, NTU students from the College of Social Science collaborated with local communities in Malawi to improve primary education by improving their English language instruction. They developed tailored educational materials and provided targeted training for local teachers, significantly reducing student dropout rates. This achievement directly advanced SDG 4, illustrating how NTU students apply academic knowledge to achieve tangible social benefits.

Academic mobility: fostering global learning through international exchange

Academic Mobility at NTU Beyond Borders offers a unique approach to international learning. It consists of Collaborative Online International Learning (COIL), going-out (NTU students studying abroad), and coming-in (hosting international students). COIL enriches students’ experiences by enabling them to learn and collaborate with international peers online. Following COIL, opportunities for NTU students and their international counterparts to participate in study abroad activities provide immersive global learning experiences and allow for valuable in-person collaboration.

The Montana Dinosaur Trail & National Parks NTU-MSU-Montana Tech Summer Program 2023

An exceptional instance of academic mobility is the 2023 Montana Dinosaur Trail & National Parks NTU-MSU-Montana Tech Summer Program. Led by associate professor Jih-Pai Lin from NTU, this 23-day expedition took students on a 3,163-mile journey across Montana. Partnering with Montana State University, Museum of the Rockies, Montana Tech, and Carter County Museum, the group explored significant paleontological sites, examined dinosaurs, traversed the K-Pg boundary, and learned field jacket techniques. This program offered an unparalleled opportunity for students from different background to engage directly with geological and paleontological research, fostering deep academic understanding and creating lifelong memories. It also marked a significant milestone as the first Taiwanese group to complete the challenging Montana Dinosaur Trail, promoting cross-cultural understanding and future collaborations.

The Montana Dinosaur Trail & National Parks NTU-MSU-Montana Tech Summer Program 2023

Hands-on experiential learning: cultivating practical skills through global engagement

A distinctive aspect of NTU Beyond Borders is its emphasis on practical, real-world experience through NTU Overseas Internship and Traineeship Program. Students have the opportunity to undertake three-month summer internships or participate in short-term traineeship in various sites.

For instance, students have chances to intern at the Impact Hub Hyderabad in India and New Women Connectors in the Netherlands, where they engaged with local entrepreneurs and social innovators to develop sustainable solutions. Others have worked with the Wildlife Forensic Academy in South Africa, contributing to conservation efforts through scientific analysis and research. Additionally, collaborations with organisations like Step30 in Kenya have allowed students to participate in community development projects, addressing critical social needs. 

Beyond internships, students can join enriching observation tours to gain deeper understanding of some successful cases around the world. A prime example is the 2025 NTU x PASONA Traineeship: Awaji – Revitalising a Timeless Island. This program allows students to learn about regional revitalisation strategies, observe how businesses like Pasona create sustainable communities through culture, art, and education, and explore the integration of cultural heritage with the development of tourism. Participants gain insights into innovative approaches to societal issues and see firsthand how a Japanese island is being transformed.

NTU x PASONA Traineeship 2024

Looking ahead: expanding global horizons

NTU Beyond Borders embodies the transformative potential of integrating global education, practical SDG implementation, and altruistic leadership development. By providing students with diverse, immersive international experiences—from hands-on community projects to pioneering virtual collaborations—NTU significantly enhances their academic learning, ethical development, and global readiness.

As these students graduate, they are uniquely equipped to advocate for sustainable development and global equality. By actively contributing to a more inclusive, compassionate, and sustainable world, NTU graduates truly embody the spirit and ambition of NTU Beyond Borders.



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