Market Insights Digital eServices Online Education

Online University Education - New Zealand

New Zealand

Revenue in the Online University Education market is projected to reach €279.80m in 2024.
Revenue is expected to show an annual growth rate (CAGR 2024-2028) of 10.56%, resulting in a projected market volume of €418.00m by 2028.
In the Online University Education market, the number of users is expected to amount to 95.2k users by 2028.
User penetration will be 1.3% in 2024 and is expected to hit 1.9% by 2028.
The average revenue per user (ARPU) is expected to amount to €4.20k.
In global comparison, most revenue will be generated in the United States (€75.52bn in 2024).
With a projected rate of 2.3%, the user penetration in the Online University Education market is highest in the United States.

Key regions: Germany, China, United States, South Korea, Europe

Marché

Région

Comparaison de régions

Monnaie

Analyst Opinion

The Online University Education market in New Zealand has seen significant growth in recent years, driven by changing customer preferences and the increasing demand for flexible and accessible education options.

Customer preferences: Customers in New Zealand are increasingly seeking out online university education options due to the convenience and flexibility they offer. Online courses allow students to study at their own pace and from anywhere, eliminating the need for commuting to a physical campus. This is particularly appealing to individuals who are working full-time or have other commitments that make attending traditional classes difficult. Additionally, online courses often offer a wider range of options and specialization opportunities, allowing students to tailor their education to their specific needs and interests.

Trends in the market: One of the key trends in the online university education market in New Zealand is the growth of partnerships between traditional universities and online education providers. These partnerships allow universities to expand their reach and offer online courses to a wider audience, while online education providers benefit from the credibility and reputation of established institutions. This trend has led to an increase in the number and variety of online courses available to students in New Zealand. Another trend in the market is the use of technology to enhance the online learning experience. Online education providers are increasingly incorporating interactive elements, such as virtual classrooms and multimedia content, to engage students and create a more immersive learning environment. This trend is driven by advancements in technology and the recognition that interactive and engaging content can improve student outcomes and satisfaction.

Local special circumstances: New Zealand's geographic location and dispersed population make online education a particularly attractive option for individuals living in remote or rural areas. Online courses allow these individuals to access education opportunities that may not be available locally, and can help to bridge the educational divide between urban and rural areas.

Underlying macroeconomic factors: The growth of the online university education market in New Zealand is also influenced by broader macroeconomic factors. The increasing cost of traditional higher education, coupled with rising student debt, has made online education an appealing alternative for many individuals. Online courses are often more affordable than traditional degrees, and can be completed while working, reducing the financial burden on students. Furthermore, the global COVID-19 pandemic has accelerated the adoption of online learning in New Zealand. The lockdown measures implemented to contain the spread of the virus forced educational institutions to quickly transition to online teaching, and many students and educators have since embraced the benefits of online education. This shift towards online learning is likely to have a lasting impact on the online university education market in New Zealand, as individuals become more comfortable with and accustomed to online learning platforms. In conclusion, the Online University Education market in New Zealand is experiencing growth due to changing customer preferences, the increasing demand for flexible and accessible education options, and the influence of macroeconomic factors. Partnerships between traditional universities and online education providers, the use of technology to enhance the online learning experience, and the geographic and demographic circumstances of New Zealand all contribute to the development of this market.

Methodology

Data coverage:

The data encompasses B2C enterprises. Figures are based on Gross Merchandise Value (GMV) and represent what consumers pay for these products and services. The user metrics show the number of customers who have made at least one online purchase within the past 12 months.

Modeling approach / Market size:

Market sizes are determined through a bottom-up approach, building on predefined factors for each market segment. As a basis for evaluating markets, we use annual financial reports of the market-leading companies, third-party studies and reports, as well as survey results from our primary research (e.g., the Statista Global Consumer Survey). In addition, we use relevant key market indicators and data from country-specific associations, such as GDP, GDP per capita, and internet connection speed. This data helps us estimate the market size for each country individually.

Forecasts:

In our forecasts, we apply diverse forecasting techniques. The selection of forecasting techniques is based on the behavior of the relevant market. For example, the S-curve function and exponential trend smoothing. The main drivers are internet users, urban population, usage of key players, and attitudes toward online services.

Additional notes:

The market is updated twice a year in case market dynamics change. The impact of the COVID-19 pandemic and the Russia-Ukraine war are considered at a country-specific level. GCS data is reweighted for representativeness.