--- title: "APAIE 2027 — Kuala Lumpur | Model Diplomat" description: "APAIE 2027 - Asia-Pacific Association for International Education Annual Conference and Exhibition is a professional conference in Kuala Lumpur,…" url: "https://modeldiplomat.com/conferences/professional/apaie-2027-asia-pacific-association-for-international-education-annual-conference-and-exhibition-2027" --- # APAIE 2027 - Asia-Pacific Association for International Education Annual Conference and Exhibition Mar 21–25, 2027[Kuala Lumpur, Malaysia](https://www.google.com/maps/search/?api=1\&query=Kuala%20Lumpur%2C%20Malaysia)In-person [Registration open](https://www.clocate.com/apaie-asia-pacific-association-for-international-education-conference-and-exhibition/87034/) The Asia-Pacific Association for International Education (APAIE) Annual Conference and Exhibition is a significant event for professionals in international education. Hosted in Kuala Lumpur, MYS, it serves as a crucial platform for networking, knowledge exchange, and collaboration among universities, colleges, and educational organizations from across the Asia-Pacific region and beyond. The conference typically spans several days, offering a comprehensive program that includes plenary sessions, workshops, and an exhibition. ## Committees & topics - Topics Interculturalization and Internationalization in Higher Education · Engaging Indigenous and Newcomer Communities in Higher Education · Multilateralism, Regional Cooperation and Next-Generation Collaborations · The Student Experience in a Globalized University · Changing Demands on Education in the 21st Century · Student Experience and Well-Being · Partnerships and Mobility in International Higher Education · Programs: Curriculum, Credentials and Delivery Models ## Why it matters This conference holds particular importance for the Asia-Pacific region, which is a dynamic hub for international student mobility and educational partnerships. The gathering in MYS underscores the region's growing influence in shaping global education trends and policies. For institutions and policymakers, APAIE provides an opportunity to understand emerging challenges and opportunities, such as the impact of technological advancements on learning, the evolving landscape of student recruitment, and the imperative for sustainable internationalization strategies. The event facilitates direct engagement between diverse educational stakeholders, from university presidents to international office staff. This interaction is vital for fostering new collaborations, benchmarking best practices, and collectively addressing common issues faced by the international education community. The discussions and partnerships forged at APAIE often lead to tangible outcomes, including new exchange programs, research collaborations, and joint initiatives that enhance the quality and reach of education globally. ## How to prepare Delegates preparing for the APAIE conference should focus on understanding the key trends and challenges currently impacting international education, particularly within the Asia-Pacific context. This includes familiarizing oneself with the educational priorities and policies of countries like CHN, AUS, JPN, USA, IND, NZL, CAN, PHL, KOR, SGP, IDN, GBR, FIN, and VNM, which are active players in the region's educational landscape. Such preparation allows for more informed participation in discussions and more effective networking. Strategic preparation also involves identifying specific objectives for attending the conference, whether it's to seek new partnerships, recruit students, or share institutional best practices. Crafting a clear agenda for meetings and presentations can maximize the value derived from the event. Furthermore, understanding the cultural nuances of engaging with representatives from various countries, as explored in lessons such as "[Gender Dynamics Across Cultures](https://modeldiplomat.com/learn/lessons/gender-dynamics-across-cultures)," can significantly enhance diplomatic effectiveness and relationship building. ## Country perspectives Where the most-relevant 6 countries stand on the core issues in play. Click through for the full country profile. [Malaysia](https://modeldiplomat.com/country/malaysia) [Host nation, keen to showcase its educational advancements and attract international students and partnerships.](https://modeldiplomat.com/country/malaysia) [Role in topic](https://modeldiplomat.com/country/malaysia) [As the host country, MYS plays a central role in facilitating the conference, providing the venue, and often influencing the thematic focus. It leverages the event to promote its higher education sector and strengthen its position as a regional education hub.](https://modeldiplomat.com/country/malaysia) [China](https://modeldiplomat.com/country/china) [Major source and destination for international students, with a strong interest in global educational collaboration.](https://modeldiplomat.com/country/china) [Role in topic](https://modeldiplomat.com/country/china) [CHN is a significant participant due to its large student population and rapidly developing higher education system. Its delegates often seek partnerships for student mobility, research collaboration, and faculty exchange, reflecting its strategic internationalization goals.](https://modeldiplomat.com/country/china) [Australia](https://modeldiplomat.com/country/australia) [Leading destination for international students, focused on maintaining its competitive edge and diversifying its educational offerings.](https://modeldiplomat.com/country/australia) [Role in topic](https://modeldiplomat.com/country/australia) [AUS institutions are prominent attendees, aiming to recruit international students, forge research alliances, and engage in policy discussions that impact global education standards and student welfare. They are keen on understanding market shifts and regulatory changes.](https://modeldiplomat.com/country/australia) [Japan](https://modeldiplomat.com/country/japan) [Increasingly focused on internationalizing its universities and attracting more foreign talent.](https://modeldiplomat.com/country/japan) [Role in topic](https://modeldiplomat.com/country/japan) [JPN delegates attend to explore opportunities for outbound and inbound student mobility, enhance their universities' global rankings, and learn from international best practices in educational management and research.](https://modeldiplomat.com/country/japan) [United States](https://modeldiplomat.com/country/united-states) [A traditional leader in international education, seeking to maintain its global appeal and adapt to changing student demographics.](https://modeldiplomat.com/country/united-states) [Role in topic](https://modeldiplomat.com/country/united-states) [USA institutions participate to recruit students, establish academic partnerships, and contribute to global dialogues on educational innovation and policy. They are particularly interested in trends affecting student recruitment from the Asia-Pacific.](https://modeldiplomat.com/country/united-states) [India](https://modeldiplomat.com/country/india) [A major source of international students and an emerging destination for higher education.](https://modeldiplomat.com/country/india) [Role in topic](https://modeldiplomat.com/country/india) [IND's presence is crucial for discussions on student mobility and educational development. Its delegates seek to expand international collaborations, attract foreign faculty, and enhance the global competitiveness of their institutions.](https://modeldiplomat.com/country/india) ## Topics & background The background behind each topic and the actors that shape it. 1 ### Interculturalization and Internationalization in Higher Education Internationalization of higher education accelerated sharply after the Cold War, as governments and universities sought to position themselves in a globalizing knowledge economy. Frameworks such as the Bologna Process in Europe (launched 1999), Australia's export-oriented international student strategy, and China's Double First Class and Belt and Road education initiatives reframed universities as engines of soft power, talent attraction, and economic competitiveness. Outbound and inbound student mobility, branch campuses, English-medium instruction, and transnational research partnerships expanded rapidly across the Asia-Pacific in the 2000s and 2010s. More recently, scholars and ministries have drawn a distinction between internationalization (structural integration of international dimensions into teaching, research, and service) and interculturalization (the deeper transformation of curricula, pedagogy, and campus life to engage diverse worldviews, including Indigenous and non-Western knowledge systems). UNESCO's 2019 Global Convention on the Recognition of Qualifications and successor regional conventions have pushed for fairer cross-border recognition, while critiques of "Westernization through internationalization" have grown louder, particularly from scholars in the Global South. Today, institutions face simultaneous pressures: geopolitical decoupling between the United States and China, tightening visa regimes in major host countries, demographic decline in East Asia, and demands from domestic stakeholders for curricula that reflect local and Indigenous realities. The challenge is to internationalize without homogenizing, and to interculturalize without tokenism. Key players - [China](https://modeldiplomat.com/country/china) [Largest source of international students globally and major host through Belt and Road education partnerships.](https://modeldiplomat.com/country/china) - [Australia](https://modeldiplomat.com/country/australia) [Highly internationalized sector dependent on international tuition, recalibrating after pandemic and visa policy shifts.](https://modeldiplomat.com/country/australia) - [Japan](https://modeldiplomat.com/country/japan) [Promotes inbound mobility via programs like Global 30 and Top Global University to offset demographic decline.](https://modeldiplomat.com/country/japan) - [United States](https://modeldiplomat.com/country/united-states) [Leading destination for graduate study and research collaboration, navigating tighter scrutiny of foreign ties.](https://modeldiplomat.com/country/united-states) - [India](https://modeldiplomat.com/country/india) [Rapidly rising source of outbound students and host under the National Education Policy 2020 opening to foreign campuses.](https://modeldiplomat.com/country/india) - [Malaysia](https://modeldiplomat.com/country/malaysia) [Regional education hub hosting numerous branch campuses and transnational programs.](https://modeldiplomat.com/country/malaysia) 2 ### Engaging Indigenous and Newcomer Communities in Higher Education Universities across the Asia-Pacific have historically marginalized Indigenous peoples — Māori, Aboriginal and Torres Strait Islander, First Nations, Native Hawaiian, Ainu, Orang Asli, Adivasi, and Pacific Islander communities — through colonial curricula, exclusionary admissions, and the appropriation of knowledge. Since the 1970s, movements for self-determination have produced landmark policies: Aotearoa New Zealand's Treaty of Waitangi obligations in tertiary education, Australia's Indigenous Higher Education Strategy and the Universities Accord (2023–24), Canada's response to the Truth and Reconciliation Commission's Calls to Action (2015), and the UN Declaration on the Rights of Indigenous Peoples (2007), which 144 states have endorsed. Parallel to Indigenous engagement, large-scale migration and refugee flows have made "newcomer" populations — international students who settle, skilled migrants, refugees, and second-generation diaspora — a defining feature of campuses in destination countries. Programs such as the UNHCR-led 15by30 Roadmap aim to raise refugee tertiary enrollment to 15 percent by 2030, while sponsorship pathways in Canada and community-based language and credential recognition initiatives have proliferated. Institutions now grapple with how to genuinely share governance with Indigenous communities (not merely consult), how to indigenize curricula without extracting knowledge, and how to support newcomers facing credential recognition gaps, precarious visa status, and cultural dislocation. Tensions sometimes arise between Indigenous priorities of sovereignty and place-based knowledge and the universalist, mobility-driven logic of internationalization. Key players - [New Zealand](https://modeldiplomat.com/country/new-zealand) [Treaty of Waitangi framework embeds Māori partnership in tertiary governance and curriculum.](https://modeldiplomat.com/country/new-zealand) - [Australia](https://modeldiplomat.com/country/australia) [Universities Accord and Indigenous strategy aim to close participation and outcomes gaps.](https://modeldiplomat.com/country/australia) - [Canada](https://modeldiplomat.com/country/canada) [Implementing TRC Calls to Action and resettling large refugee cohorts into post-secondary pathways.](https://modeldiplomat.com/country/canada) - [United States](https://modeldiplomat.com/country/united-states) [Tribal colleges, Native-serving institutions, and major refugee and immigrant student populations.](https://modeldiplomat.com/country/united-states) - [Philippines](https://modeldiplomat.com/country/philippines) [Indigenous Peoples' Rights Act shapes engagement with over 100 Indigenous groups in higher education.](https://modeldiplomat.com/country/philippines) 3 ### Multilateralism, Regional Cooperation and Next-Generation Collaborations Regional cooperation in higher education in the Asia-Pacific has developed through overlapping frameworks rather than a single architecture. ASEAN established the ASEAN University Network in 1995 and the ASEAN Qualifications Reference Framework in 2014; SEAMEO RIHED supports harmonization across Southeast Asia; APEC has run education ministerial processes since 1992; and UNESCO's Tokyo Convention (2011) and the 2019 Global Convention provide legal scaffolding for qualifications recognition. Bilateral and minilateral initiatives — the Quad Fellowship, China–ASEAN scholarships, Australia's New Colombo Plan, Japan's Asia–Pacific Universities Network — layer on top. The past decade has seen both deeper cooperation and sharper fragmentation. Geopolitical competition has produced parallel ecosystems: Belt and Road education partnerships on one hand, and Indo-Pacific frameworks emphasizing democratic values and research security on the other. The COVID-19 pandemic catalyzed virtual exchange, micro-credentials, and collaborative online international learning (COIL), demonstrating that mobility is no longer the sole vehicle for international engagement. Next-generation collaborations now include joint degrees with credit portability, regional research missions on climate and AI, and consortia tackling shared challenges such as demographic shifts and disaster resilience. Open questions include how to balance national interest with regional public goods, how to integrate Pacific Island states equitably, and how to coordinate with Africa, Latin America, and Europe without recreating hub-and-spoke hierarchies. Key players - [Japan](https://modeldiplomat.com/country/japan) [Anchor of ASEAN+3 and Quad education initiatives; major scholarship donor.](https://modeldiplomat.com/country/japan) - [South Korea](https://modeldiplomat.com/country/south-korea) [Active in Campus Asia and ASEAN-ROK cooperation, promoting joint degree programs.](https://modeldiplomat.com/country/south-korea) - [Singapore](https://modeldiplomat.com/country/singapore) [Hub for regional university networks and policy dialogue, including SEAMEO RIHED.](https://modeldiplomat.com/country/singapore) - [Australia](https://modeldiplomat.com/country/australia) [Drives New Colombo Plan and Pacific-focused education partnerships.](https://modeldiplomat.com/country/australia) - [China](https://modeldiplomat.com/country/china) [Belt and Road education partnerships and ASEAN-China university consortia expand regional reach.](https://modeldiplomat.com/country/china) - [Indonesia](https://modeldiplomat.com/country/indonesia) [Largest ASEAN higher education system and influential voice in regional harmonization.](https://modeldiplomat.com/country/indonesia) 4 ### The Student Experience in a Globalized University The notion of the "student experience" as a strategic priority emerged in the 1990s alongside the marketization of higher education in the UK, Australia, and elsewhere. Massification — global tertiary enrollment more than doubled between 2000 and 2020 according to UNESCO — diversified the student body to include first-generation, mature, part-time, online, and international learners with widely varying expectations. National student surveys, the QS and Times Higher Education rankings' student satisfaction metrics, and accreditation bodies all reinforced institutional focus on experience as a measurable outcome. International students added further complexity. Cohorts from China, India, Vietnam, Nigeria, and elsewhere encountered uneven academic support, housing shortages in cities such as Sydney, Toronto, and Amsterdam, and at times racism and visa precarity. The pandemic exposed gaps in digital access, mental health support, and pastoral care, while recent visa caps in Australia, Canada, and the United Kingdom have created new uncertainties for prospective students. Contemporary debates center on what a high-quality experience entails beyond classroom delivery: belonging and inclusion, employability and work-integrated learning, mental health, safe accommodation, freedom of expression on contested issues, and meaningful engagement with local communities. Institutions are increasingly judged not only on graduate outcomes but on whether students — domestic and international — feel they were treated as partners rather than customers. Key players - [United Kingdom](https://modeldiplomat.com/country/united-kingdom) [National Student Survey and Office for Students set influential experience benchmarks.](https://modeldiplomat.com/country/united-kingdom) - [Australia](https://modeldiplomat.com/country/australia) [Large international cohort and recent caps make student experience a politically salient issue.](https://modeldiplomat.com/country/australia) - [Canada](https://modeldiplomat.com/country/canada) [Recent international student permit caps reflect housing and support capacity concerns.](https://modeldiplomat.com/country/canada) - [United States](https://modeldiplomat.com/country/united-states) [Diverse campus models and ongoing debates on inclusion, free speech, and affordability.](https://modeldiplomat.com/country/united-states) - [China](https://modeldiplomat.com/country/china) [Largest source country whose students' experiences abroad shape bilateral perceptions and policy.](https://modeldiplomat.com/country/china) 5 ### Changing Demands on Education in the 21st Century The twenty-first century has reshaped what societies ask of higher education. The OECD's PISA and AHELO projects, the World Bank's Human Capital Index, and UNESCO's Education 2030 Agenda (anchored in Sustainable Development Goal 4) all reflect a shift from credential-counting toward competencies: critical thinking, digital and data literacy, intercultural competence, sustainability literacy, and the ability to learn continuously. The World Economic Forum's Future of Jobs reports have repeatedly highlighted accelerating skills obsolescence, with estimates that a large share of current workers will need significant reskilling within a few years. Four structural forces drive change. Technological transformation — particularly generative AI since 2022 — is redefining assessment, academic integrity, and the value of routine cognitive work. Climate change has made sustainability and just-transition skills essential across disciplines. Demographic divergence — aging populations in East Asia and rapidly growing youth cohorts in South Asia and Africa — creates very different pressures on capacity and access. And shifting labor markets are pushing micro-credentials, stackable qualifications, and lifelong learning into the mainstream, with platforms such as Coursera, edX, and national initiatives like Singapore's SkillsFuture leading the way. Universities face a difficult balancing act: maintaining deep disciplinary scholarship while delivering nimble, skills-oriented programs; serving traditional school-leavers while opening doors to adult and non-traditional learners; and preparing graduates for jobs that may not yet exist without surrendering their broader public mission. Key players - [Singapore](https://modeldiplomat.com/country/singapore) [SkillsFuture is a global reference point for national lifelong learning policy.](https://modeldiplomat.com/country/singapore) - [South Korea](https://modeldiplomat.com/country/south-korea) [Aggressive integration of AI and digital education amid steep demographic decline.](https://modeldiplomat.com/country/south-korea) - [India](https://modeldiplomat.com/country/india) [National Education Policy 2020 reshapes curricula, credit transfer, and multidisciplinary learning at scale.](https://modeldiplomat.com/country/india) - [China](https://modeldiplomat.com/country/china) [Massive investment in STEM, vocational education, and AI talent pipelines.](https://modeldiplomat.com/country/china) - [Finland](https://modeldiplomat.com/country/finland) [Influential model for competency-based and phenomenon-based learning.](https://modeldiplomat.com/country/finland) - [United States](https://modeldiplomat.com/country/united-states) [Home to major edtech platforms and debates on the role of AI in higher education.](https://modeldiplomat.com/country/united-states) 6 ### Student Experience and Well-Being Concerns about student mental health and well-being have moved from the margins to the center of higher education policy over the past decade. Studies by the WHO World Mental Health International College Student initiative have found that roughly one in three first-year university students worldwide screens positive for a mental health disorder. National responses — the UK's University Mental Health Charter (2019), Australia's National Student Ombudsman and mental health frameworks, Canada's National Standard for Mental Health and Well-Being for Post-Secondary Students (2020), and Japan's expansion of campus counseling after pandemic-era suicide increases — reflect a growing recognition that academic success and well-being are inseparable. International students face compounded risks: separation from support networks, financial pressure, language barriers, discrimination, and visa-linked anxiety. High-profile incidents of student deaths, sexual violence cases, and exploitation by unscrupulous housing or employment providers have prompted regulatory action in several Asia-Pacific jurisdictions. The pandemic deepened isolation and exposed digital divides in access to support services. Current debates focus on a whole-of-institution approach: embedding well-being in curriculum design and workload, training staff in psychological first aid, providing culturally appropriate counseling, ensuring safe accommodation, and addressing structural drivers such as cost of living and academic pressure. There is also a growing call to attend to staff well-being, recognizing that burnt-out educators cannot sustain student care. Key players - [Australia](https://modeldiplomat.com/country/australia) [Pioneer in international student well-being regulation and Ombudsman oversight.](https://modeldiplomat.com/country/australia) - [United Kingdom](https://modeldiplomat.com/country/united-kingdom) [University Mental Health Charter and sector-wide well-being benchmarks.](https://modeldiplomat.com/country/united-kingdom) - [Japan](https://modeldiplomat.com/country/japan) [Addressing youth mental health and suicide prevention as national priorities.](https://modeldiplomat.com/country/japan) - [South Korea](https://modeldiplomat.com/country/south-korea) [High academic pressure and youth mental health concerns drive university reforms.](https://modeldiplomat.com/country/south-korea) - [Canada](https://modeldiplomat.com/country/canada) [National Standard for post-secondary student mental health and well-being.](https://modeldiplomat.com/country/canada) 7 ### Partnerships and Mobility in International Higher Education Cross-border partnerships and student mobility expanded dramatically from the 1990s onward. The number of internationally mobile tertiary students rose from roughly 2 million in 2000 to over 6 million by the early 2020s according to UNESCO Institute for Statistics data, with the Asia-Pacific contributing the largest share of both senders and a growing share of receivers. Programs such as Erasmus+ (with Asia-Pacific partner-country windows), Australia's New Colombo Plan, Japan's Tobitate!, China Scholarship Council programs, and Fulbright have institutionalized mobility as state policy. Partnership models have diversified well beyond exchange agreements: joint and dual degrees, branch campuses (notably in Malaysia, the UAE, and China), 2+2 articulation pathways, transnational education franchises, and large-scale research consortia. The pandemic accelerated virtual exchange, COIL, and hybrid mobility, lowering cost barriers while raising questions about depth of intercultural learning. Sustainability concerns about aviation emissions have also prompted calls for "greener" mobility models. Today, the field faces tensions between scale and quality, between mobility for the privileged few and equitable access, and between open collaboration and research security concerns in sensitive fields. Recent policy shifts — including international student caps in Canada, the UK, and Australia, and tighter scrutiny of US–China academic ties — are reshaping partnership strategies, even as new corridors open with India, Vietnam, Indonesia, and across Africa. Key players - [China](https://modeldiplomat.com/country/china) [Major sender, growing receiver, and anchor of expansive bilateral partnership networks.](https://modeldiplomat.com/country/china) - [India](https://modeldiplomat.com/country/india) [Fastest-growing source of outbound students and target for foreign branch campuses under NEP 2020.](https://modeldiplomat.com/country/india) - [Australia](https://modeldiplomat.com/country/australia) [New Colombo Plan and dense partnership network across the Indo-Pacific.](https://modeldiplomat.com/country/australia) - [Japan](https://modeldiplomat.com/country/japan) [Tobitate! and inbound 300,000 student strategy structure mobility policy.](https://modeldiplomat.com/country/japan) - [Vietnam](https://modeldiplomat.com/country/vietnam) [Rapidly rising sender and host of transnational programs and joint institutions.](https://modeldiplomat.com/country/vietnam) - [Malaysia](https://modeldiplomat.com/country/malaysia) [Regional hub for branch campuses and transnational education partnerships.](https://modeldiplomat.com/country/malaysia) 8 ### Programs: Curriculum, Credentials and Delivery Models The architecture of academic programs has shifted significantly in the past two decades. The Bologna Process's three-cycle structure influenced reforms far beyond Europe, while qualifications frameworks — the ASEAN Qualifications Reference Framework, the Australian Qualifications Framework, and the Pacific Qualifications Framework — have sought to make learning portable across borders. UNESCO's 2019 Global Convention on the Recognition of Qualifications, in force since 2023, provides the first global treaty on the matter. Program design itself has diversified. Joint and double degrees, interdisciplinary majors, work-integrated learning, micro-credentials and digital badges, stackable credentials, competency-based education, and short cycle qualifications now coexist with traditional bachelor's and master's degrees. Online and hybrid delivery, normalized during the pandemic, has reshaped expectations. Generative AI is now forcing a reassessment of assessment design, learning outcomes, and the role of foundational skills. Key debates concern quality assurance across modalities and borders, the recognition and stackability of micro-credentials, how to embed sustainability, ethics, and intercultural competence across all programs, and how to design for both employability and broader civic and intellectual purposes. Equity questions — who can access flexible programs, whose knowledge is represented in the curriculum — run through all of these discussions. Key players - [Australia](https://modeldiplomat.com/country/australia) [Early adopter of national micro-credentials framework and marketplace.](https://modeldiplomat.com/country/australia) - [New Zealand](https://modeldiplomat.com/country/new-zealand) [Integrated qualifications framework spanning vocational and higher education.](https://modeldiplomat.com/country/new-zealand) - [Singapore](https://modeldiplomat.com/country/singapore) [SkillsFuture credits drive modular, stackable program design.](https://modeldiplomat.com/country/singapore) - [China](https://modeldiplomat.com/country/china) [Large-scale reforms in vocational education and new interdisciplinary undergraduate models.](https://modeldiplomat.com/country/china) - [India](https://modeldiplomat.com/country/india) [NEP 2020 introduces multiple entry/exit, Academic Bank of Credits, and four-year undergraduate degrees.](https://modeldiplomat.com/country/india) - [Japan](https://modeldiplomat.com/country/japan) [Reforming undergraduate curricula and recognition of recurrent and professional learning.](https://modeldiplomat.com/country/japan) ## Resources News, lessons, and country profiles to prep for APAIE 2027 - Asia-Pacific Association for International Education Annual Conference and Exhibition. Recent reporting to ground your prep [NTA's Credibility Crisis in NEET-UG Exam](https://modeldiplomat.com/story/neet-ug-panel-hearing-exposes-ntas-credibility-crisis) [Taliban’s School Ban Forces Afghan Girls](https://modeldiplomat.com/story/talibans-school-ban-forces-afghan-girls) [France's New Strategy: Kenya as Africa Hub](https://modeldiplomat.com/story/france-bets-on-kenya-to-rebuild-its-africa-playbook) [Alberta's Separation Vote: Carney's Response](https://modeldiplomat.com/story/carney-courts-alberta-as-separatism-tests-canada) Lessons Bite-sized lessons to build the basics [Hidden Stakeholders](https://modeldiplomat.com/learn/lessons/hidden-stakeholders) [Engagement Strategies](https://modeldiplomat.com/learn/lessons/engagement-strategies) [Dynamic Analysis](https://modeldiplomat.com/learn/lessons/dynamic-analysis) [Stakeholder Mapping Workshop](https://modeldiplomat.com/learn/lessons/stakeholder-workshop) Courses Guided courses that go deeper on the topic [Advanced Negotiation](https://modeldiplomat.com/learn/courses/advanced-negotiation) [Multilateral Negotiation](https://modeldiplomat.com/learn/courses/multilateral-negotiation) [Policy Brief Writing](https://modeldiplomat.com/learn/courses/policy-brief) [Conflict Resolution](https://modeldiplomat.com/learn/courses/conflict-resolution) The states in play, with the data that shapes their stance [Malaysia](https://modeldiplomat.com/country/malaysia) [Country dossier](https://modeldiplomat.com/country/malaysia) [China](https://modeldiplomat.com/country/china) [Country dossier](https://modeldiplomat.com/country/china) [Australia](https://modeldiplomat.com/country/australia) [Country dossier](https://modeldiplomat.com/country/australia) [Japan](https://modeldiplomat.com/country/japan) [Country dossier](https://modeldiplomat.com/country/japan) [United States](https://modeldiplomat.com/country/united-states) [Country dossier](https://modeldiplomat.com/country/united-states) [India](https://modeldiplomat.com/country/india) [Country dossier](https://modeldiplomat.com/country/india) [New Zealand](https://modeldiplomat.com/country/new-zealand) [Country dossier](https://modeldiplomat.com/country/new-zealand) [Canada](https://modeldiplomat.com/country/canada) [Country dossier](https://modeldiplomat.com/country/canada) [Philippines](https://modeldiplomat.com/country/philippines) [Country dossier](https://modeldiplomat.com/country/philippines) [South Korea](https://modeldiplomat.com/country/south-korea) [Country dossier](https://modeldiplomat.com/country/south-korea) [Singapore](https://modeldiplomat.com/country/singapore) [Country dossier](https://modeldiplomat.com/country/singapore) [Indonesia](https://modeldiplomat.com/country/indonesia) [Country dossier](https://modeldiplomat.com/country/indonesia) [United Kingdom](https://modeldiplomat.com/country/united-kingdom) [Country dossier](https://modeldiplomat.com/country/united-kingdom) [Finland](https://modeldiplomat.com/country/finland) [Country dossier](https://modeldiplomat.com/country/finland) [Vietnam](https://modeldiplomat.com/country/vietnam) [Country dossier](https://modeldiplomat.com/country/vietnam) ## Frequently asked questions - - - Free account Save conferences, research any topic with AI, build position papers, and keep your daily prep streak — free. 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