Evolving international student policy landscape in China: The perspective of international education experts

• In Event: Exploring international student policies in China, Japan, and South Korea before and after 2020

Proposal

Over the past few decades, China’s international student policies have undergone substantial transformations, mirroring its evolving global role. Initially aimed at fostering cultural exchanges and diplomatic relations, these policies increasingly focused on enhancing China’s educational standing and promoting its economic growth. The introduction of the “Project of Study in China” in 2010 marked a crucial shift toward attracting and retaining international talent. This program has been complemented by strategic initiatives, such as the “Double First Class” plan and the “Belt and Road” initiative, which aim to strengthen China’s educational infrastructure and further integrate it into the global academic community.

These policies have played pivotal roles in improving the quality of higher education, expanding research capabilities, and fostering mutual understanding. China has introduced various scholarship programs, streamlined visa processes, and established partnerships with numerous global institutions to create a welcoming environment for international students. By 2018, the number of international students in China had surpassed 490,000, approaching the “Project of Study in China” target of 500,000. However, the coronavirus disease 2019 (COVID-19) pandemic, coupled with shifting international political and economic dynamics, has led to a decline in international student numbers and has introduced new challenges and opportunities for international student policies.

This study aimed to investigate the current status and challenges of international student policies in China and provide insights for future policy directions. The theoretical framework is based on Ashizawa’s (2013) models, emphasizing the concurrent advancement of Model 1 (diplomacy and international understanding) and development of Model 3 (high-level talent development and acquisition). This dual approach reflects a broader strategy to enhance both diplomatic engagement and the global competitiveness of Chinese higher education. This study conducted semi-structured interviews with educational experts from nine leading universities in China. Data collection involved in-depth, semi-structured interviews, which offered the flexibility to explore participants’ insights while maintaining a focus on the key topics. The analysis used thematic coding to identify significant policy changes and emerging trends. The key research questions were as follows: 1) How has the COVID-19 pandemic influenced the evolution of international student policies at Chinese universities? and 2) What are the anticipated future directions and development trends of these policies in the post-pandemic context?

Preliminary findings indicated a notable decrease in the number of international students due to the pandemic. In response, universities are reassessing their policies, shifting from focusing on quantity to enhancing the quality of international students and improving educational standards. Institutions are also leveraging their unique programs to attract students while continuing to implement diplomatic and international understanding initiatives along with advanced talent development strategies.
This study contributes to a deeper understanding of the current state of international student education in China in the post-pandemic era, offering valuable insights for policymakers and educational institutions to navigate the evolving landscape of international education and formulate strategies that address the current challenges and capitalize on emerging opportunities.

Author

• Ming Li, Osaka University