What are the motivations and concerns of potential postgraduates in 2026?

New data from the Early Careers Survey 2026 reveals everything you need to know about prospective postgraduates - from what challenges they face, and their preferences on how and where to study, to how AI is affecting their plans

This year's survey gathered insights from 4,990 users of Prospects.ac.uk to understand their experiences, influences and attitudes when it comes to their early careers. The poll ran between Thursday 8 January and Monday 9 February 2026.

Asked what they wanted to do next, about a quarter of respondents said they would pursue some form of study, either full time (22%) or part time (5%), while another 14% were exploring job and further study options. Across all these groups expecting to move into studying, 28% were considering a postgraduate degree, and it's these respondents we'll look at in detail here.

What will you study next?,Percentage 
A or AS levels/T Levels/Scottish Highers/BTEC or equivalent,15
HND/HNC/Foundation degree/DipHE or equivalent,2
None of the above,5
Not decided yet,18
Other postgraduate degree (including PGCE/PGDE),2
Postgraduate Masters degree (such as MA or MSc),19
Postgraduate research degree (such as PhD or Dphil),7
Professional qualification (such as ACCA or CIPD),3
Short course or adult education (such as ESOL or City & Guilds),2
Undergraduate degree (such as BA or BSc),26

Just less than half of potential postgrads are currently at university

A diverse range of respondents indicated that they would like to pursue a postgraduate qualification. Nearly half (47%) were between the ages of 18 and 24, a quarter fell within the 25 to 34 age range, and 27% were 35 or older.

Just less than half (49%) were attending university when surveyed, with a sizeable proportion (30%) being in employment, while 13% reported that they were not currently working or studying.

Those in employment were at various stages of their careers. One in ten said they were already established in their careers, 38% were hoping to progress (e.g. promotion or training), and a quarter (24%) wanted a career change.

Most of those planning to pursue a postgraduate qualification were domiciled within the UK, but 17% reported otherwise.

The majority want to study in person rather than online or hybrid

Of those who planned to study for a postgraduate qualification, the majority (77%) were looking to do so full time, with the remainder (23%) preferring part time. Those interested in part-time study tended to be older, with 81% of them over the age of 25, compared with 37% of those opting for full time.

Respondents again showed a strong preference for in‑person study, with 53% selecting this option - mirroring last year's findings. This contrasts with our 2024 survey, when hybrid or fully remote learning was more commonly preferred.

Preferences differed depending on how people planned to study. Those planning to study full time were much more likely to favour in person learning (65%) compared with those planning to study part time (35%). On the other hand, those intending to study on a part time basis, being older and three times as likely to have been in employment when surveyed, were more inclined towards fully remote (23%) or hybrid (38%) options, likely reflecting their need for more flexible arrangements.

Some 46% of those with a disability said they planned to study in person, compared with 53% of those without one. Respondents who indicated that they have a severe disability were less likely to say they preferred to study in person (45%) than those with less severe disabilities (58%). These findings highlight just how important online and hybrid learning is for inclusivity, providing an opportunity for all prospective postgraduate students regardless of factors such as age or disability.

Information on funding is still a challenge to find

Most respondents (80%) indicated that they were actively researching courses. Those aged 25 to 34 were the most likely to say this (85%), followed by 18 to 24-year-olds and those over-35, with 78% of respondents in both groups reporting that they have begun their research.

Information respondents struggled to find,2026,2025,2024
In-depth information about course content,31,36,34
Courses that match my skills and qualifications,26,27,29
Visa information,18,15,13
How to fund my course,53,54,56
How the course will be delivered (e.g. online or campus-based),20,18,18
Which course will help me progress in my career,34,45,38
Accomodation information,17,N/A,N/A
I haven't struggled to find information,21,19,18
Other (please specify),2,3,2

Respondents said that the following categories of information proved the most challenging to find:

• How to fund their course
• Which course will help them progress in their career
• In-depth information about course content.

This top three has remained consistent across four editions of the Early Careers Survey. While the order has stayed the same, participants this year were slightly less likely to say that they struggled to find information on funding compared to last year, representing the third consecutive year in which this figure has declined.

Similarly, after a small rise in last year's survey, the share of potential postgraduate students who said they struggled to find career‑relevant information or detailed course content has fallen again this year. In fact, respondents generally found it easier to access most types of information this year, with the only two exceptions being visa information and details about how courses will be delivered.

This is the second consecutive year in which respondents have reported increasing difficulty finding visa information. The issue was especially pronounced among NEET respondents (30%) and those in employment (20%), both of whom were significantly more likely than current university students (11%) to say they struggled to find visa information.

Given the government's plans to change the graduate visa route, those domiciled outside of the UK may be feeling increasingly uncertain about their prospects of studying here. Over the past two years, the Graduate Route has been subject to repeated reviews and political scrutiny - including the 2024 MAC rapid review and the 2025 announcement of future reductions in post study work rights - making it harder for prospective international applicants to find clear and consistent information to rely on.1,2

In light of this, universities and careers professionals need to provide clear, up‑to‑date guidance about changes to the Graduate Route, including what has already changed and when further changes will take effect.3 Given that NEET respondents - those not in employment, education or training - and those in employment reported greater difficulty accessing visa information than students did, targeted outreach to these groups is also needed to ensure they can access reliable and timely advice.

,18-24,25-34,35+
In-depth information about course content,36,28,26
Courses that match my skills and qualifications,24,26,29
Visa information,15,23,19
How to fund my course,49,50,62
How the course will be delivered (e.g. online or campus-based),14,23,26
Which course will help me progress in my career,34,41,25
Accommodation information,15,22,14
I havent struggled to find information,21,19,23
Other (please specify),1,0,6

Across all age groups, respondents reported difficulties when searching for information. Notably, there was a clear pattern between age and difficulty finding information on how to fund a course, with those aged 35 and over being the most likely to say they struggled in this area.

However, respondents aged 35 and over were the least likely to report difficulties finding in‑depth information about course content, accommodation, or which courses would support their career progression.

By contrast, 18 to 24-year-olds - most of whom were in university when surveyed - were the age group most likely to say they struggled to find detailed information about course content.

Passion for subject is the key driver for potential postgrads

Respondents said that their passion for the subject had the largest influence on their decision to continue with their studies. This was followed by the potential for better career prospects and a desire to earn a higher salary.

There were some differences between groups. For instance, those currently in university were the most likely to say that their passion for the subject influenced their decision. They were also more likely than anyone else to say they decided to continue studying due to a lack of available jobs, suggesting that university students were feeling the effects of a weakening jobs market in 2025.4

With postgraduate recruitment tending to be countercyclical - becoming stronger at times when the graduate labour market weakens - there is no surprise that students are being influenced by what they perceive to be a lack of available jobs.

Employed respondents were the most likely to say that both better career prospects and the potential to earn a higher salary influenced their decision. However, those currently planning to leave their employer were even more likely than others in employment to be motivated to continue their studies by these factors, highlighting just how vital the scope for progression is to employee retention.

The top concerns about PG study remain the same

The top three concerns - tuition fees, the cost of living, and juggling commitments - remained unchanged from last year. While consistently reported as the three most common concerns, the share of respondents reporting them has fallen each year since 2024. For example, concern about the cost of living has declined from two thirds of respondents in 2024 to 59% last year and 55% this year.

Biggest concerns about continuing studies,2026,2025,2024
Cost of tuition fees,64,65,70
Cost of living,55,59,66
Juggling other commitments such as family and work,45,48,53
Whether it will lead to the career I want,41,44,37
Will I be good enough at the subject,38,43,38
Amount of debt after graduation,37,41,N/A
Managing my mental wellbeing,34,35,27
Will I enjoy the course,31,33,34
Will I meet the entry requirements,29,27,29
Whether AI will reduce demand for my skills,20,N/A,N/A
Writing essays,20,N/A,N/A
I dont know what career I want,19,17,13
Managing my health condition or disability,18,18,17
I have no concerns,3,3,2
Other (please specify),2,1,2

This year-on-year decline in cost related concerns likely reflects the broader economic context, with inflation having fallen significantly since 2023, when the average annual rate was around 7.3%.5 While living costs remain high, the easing of inflationary pressures may have reduced the proportion of respondents including financial issues among their biggest concerns about continuing their studies.

However, those from a working class background were more likely than others to say that financial factors were among their biggest concerns. They were not only more likely to worry about tuition fees, but also about the cost of living and the amount of debt they might take on after completing their studies.

,Professional background,Intermediate background,Working-class background
Whether it will lead to the career I want,41,32,43
Will I be good enough at the subject,36,38,40
Will I enjoy the course,32,33,24
Cost of tuition fees,65,62,65
Cost of living,54,51,61
Juggling other commitments (such as family and work) around studying,39,49,56
Will I meet the entry requirements,27,23,30
I dont know what career I want,23,13,17
Managing my mental wellbeing,31,33,41
Managing my health condition or disability,15,18,23
Writing essays,16,15,27
Amount of debt after graduation,34,29,50
Whether AI will reduce demand for my skills,17,16,29
I have no concerns,3,1,2
Other (please specify),1,4,3

Overall, respondents from working‑class backgrounds were more likely than those from professional or intermediate socio‑economic status (SES) backgrounds to report concern across 11 of the 13 areas listed. This included non‑financial issues, with clear inverse relationships between SES and levels of concern around managing mental wellbeing and managing a health condition or disability. Given the additional barriers faced by students from less advantaged backgrounds, universities and careers services need to provide targeted support to ensure these concerns do not become obstacles to further study.

,18-24,25-34,35+
Whether it will lead to the career I want,46,40,33
Will I be good enough at the subject,46,41,25
Will I enjoy the course,36,31,21
Cost of tuition fees,64,60,67
Cost of living,54,59,54
Juggling other commitments (such as family and work) around studying,39,45,53
Will I meet the entry requirements,28,25,33
I dont know what career I want,28,14,9
Managing my mental wellbeing,36,39,23
Managing my health condition or disability,14,19,24
Writing essays,18,27,17
Amount of debt after graduation,45,32,26
Whether AI will reduce demand for my skills,22,19,16
I have no concerns,2,3,3
Other (please specify),1,4,2

Young respondents are concerned that AI will reduce demand for skills

A fifth of respondents reported concerns about the impact of artificial intelligence. Throughout last year, several commentators suggested that the challenging jobs market young people faced in 2025 was driven by AI replacing entry level roles.6,7 Although these claims were not supported by evidence, it comes as little surprise that, within this context, prospective postgraduate students would worry about how AI might affect demand for their skills.

With a desire for better career prospects being the second most influential factor in respondents' decision to pursue further study, the possibility that AI could reduce the value of the skills they aim to develop is likely to be unsettling for some.

This was strongest among younger respondents - concern that AI could devalue their skills decreased with age. University students (21%) were also more likely to report this worry than those in employment (17%). However, NEET respondents were the most concerned overall, with 28% identifying the possibility that AI might reduce demand for their skills as one of their biggest concerns.

Content of courses is key for potential postgrads

Respondents indicated that the content of courses, the subjects offered, and the availability of funding were the most important factors when choosing where to study.

Although differences between groups were relatively small, some patterns stood out. Respondents from working‑class backgrounds were slightly more likely to say that funding was important, with 96% describing it as 'fairly' or ‘very' important, compared with 95% of those from intermediate backgrounds and 92% of those from professional backgrounds. Those domiciled outside of the UK were also more likely than others to emphasise the importance of available funding.

There was also some difference between those planning to study part time and those planning to study full time. Unsurprisingly - given their preference for hybrid or remote study - those planning to study part time placed far more importance on the digital services available when choosing where to study.

There's no one-size-fits-all approach to social media

The majority (77%) of respondents said they had already started to collect information about where they might like to study, with university finalists (84%) being the most likely to say this.

Where respondents have looked for information about specific institutuions,2026,2025
University websites,83,85
Google or other search engines,59,56
University comparison sites,42,44
Prospectus,37,41
Open days (online or in person),28,32
Social media or forums,28,27
Someone I know,20,21
AI tools (e.g. ChatGPT and Microsoft Copilot),25,14
Blogs,9,9
Newspapers/magazines (online or print),7,6
Other,4,5

University websites remained the most commonly used source of information, with 83% of respondents saying they relied on them - a slight decrease from 85% last year. There was, however, a notable rise in the proportion of respondents using AI tools to research specific institutions, particularly among those domiciled outside the UK (40% vs 16% UK domiciled).

Use of Google and other search engines also increased. By contrast, the use of university comparison sites, prospectuses, and open days all declined compared with last year's survey.

,18-24,25-34,35+
Google or other search engines,58,56,53
University websites,83,88,85
Social media or forums,28,30,23
Blogs,6,14,7
University comparison sites,48,44,38
Newspapers/magazines (online or print),2,10,10
Someone I know,25,26,10
AI tools (ChatGPT or Microsoft Copilot),11,17,13
Open days (online or in person),36,27,30
Prospectus,39,38,47
Other,6,2,5

Interestingly the use of AI tools increased with respondents' age, with 28% of those 35 and over reporting that they used AI tools to look for information compared to 26% of 25 to 34-year-olds and 21% of 18 to 24-year-olds.

One possible explanation is that younger respondents have greater access to information through their university. Those aged 18 to 24 were 2.7 times more likely than 25 to 34‑year‑olds to be in university at the time of the survey, and 3.6 times more likely than respondents aged 35 and over. With access to campus‑based careers services, as well as advice from tutors and lecturers, they may be less inclined to rely on AI tools when searching for information.

Nevertheless, the use of AI tools increased among each age group compared to last year's survey.

Social media platforms respondents used to find information about specific institutions,Percentage
Instagram,53
YouTube,51
LinkedIn,41
Facebook,31
TikTok,30
X,15
Reddit,12
Pinterest,9
Threads,5
Discord,4
Snapchat,3
Bluesky,2
Mastodon,2
BeReal,1
Lemon8,1
Noplace,0
Other (please specify),8

The findings also highlight how important it is for universities to tailor their social media campaigns to specific audiences according to the social media platform they are using to promote postgraduate courses Instagram, YouTube and LinkedIn were, by some margin, the most popular social media platforms used to find information about specific institutions. However, there were some major differences between age groups.

While younger respondents were far more likely than older ones to say they used Instagram or TikTok, the inverse is true for platforms like Facebook and Threads, with older respondents being much more likely to use them.

Data shows the importance of tailored approach to PG recruitment

Overall, the 2026 Early Careers Survey shows that interest in postgraduate study remains strong, driven primarily by subject passion and the pursuit of better career prospects. However, prospective students continue to face barriers when researching their options, particularly around funding, course relevant and visa information. These challenges are shaped by wider economic and policy contexts, including the ongoing uncertainty surrounding changes to the Graduate Route.

Differences between groups highlight the need for a tailored approach. Working‑class respondents and those outside the UK face greater financial and informational barriers, younger respondents are more anxious about the impact of AI on future skills demand, and older respondents place higher value on flexibility and the availability of digital services. Information-seeking behaviours are also changing with the increasing use of AI tools.

For universities and careers services, the implication is clear: accessible, targeted, and up‑to‑date guidance is essential to ensure that all prospective postgraduates can navigate the choices ahead of them and find pathways that support their ambitions.

Notes:

1. UUK brief - MAC rapid review of the Graduate Route May 2024, Universities UK, 2024.
2. Restoring control over the immigration system, GOV.UK, 2025.
3. Changes to UK visa and settlement rules after the 2025 immigration white paper, House of Commons Library, 2026.
4. Graduate labour market update: weakened but not in meltdown, Luminate, 2025.
5. Participants were surveyed in January of 2024.
6. UK entry-level jobs in decline since launch of ChatGPT according to new research, The Mirror, 2025
7. Have graduate jobs really nose-dived?, Institute of Student Employers, 2025.

Written by

Micha-Shannon Smith

Information analyst

Prospects Luminate