A Reshuffling of International Students in China

The presence of students from Africa, Southeast Asia, and Central Asia in China is essential for the development of the Belt and Road Initiative. For China to invest in these countries, it needs locals familiar with the Chinese language and Chinese rules. In recent years, the composition of international students in China has undergone a significant shift: the number of students from Europe, America, Japan, and South Korea has decreased significantly, while students from Africa, Southeast Asia, and Central Asia have influxed in large numbers. This shift not only reflects adjustments in the study abroad market but also reflects shifts in the international landscape, geopolitical relations, and China's influence. The landscape of international students in China, once dominated by European, American, Japanese, and Korean students, is being reshaped by new trends. 1. A Significant Withdrawal of Students from Europe, America, Japan, and South Korea, with Stunning Figures The most representative example is the change in the number of American students in China. In 2012, there were 25,000 American students in China; by 2023, only 685 remained, a near-precipitous drop in just over a decade. The situation in Japan is equally pronounced. In 2023, there were only 703 international students in China, accounting for only 1% of the total number of Japanese students studying abroad. Ten years ago, this number exceeded 15,000. Once the largest country of students studying in China, the number of South Korean students in China has plummeted from 73,000 to 16,000 over the past six years, a drop of 80%. The sharp decline in the number of students from these developed countries has formed a clear trend of withdrawal. This change is not accidental. In the first fifteen years of this century, relations between China and the West were warming, with frequent flights and close exchanges between students and scholars. Studying in China became the norm for students from Europe, the United States, Japan, and South Korea. However, with the intensification of Sino-US competition and the growing risk of "decoupling" between the East and the West, the uncertainty between countries has increased, directly affecting private study abroad choices. For students from Europe, the United States, Japan, and South Korea, the policy risks of studying in China, the perceived cultural gap, and the changing expectations for future development have forced them to reconsider, or even discourage them from pursuing it. 2. African students are bucking the trend and becoming the main source of international students in China. In stark contrast to those from Europe, the United States, Japan, and South Korea, the number of African students studying abroad is growing rapidly. Official data shows that in 2003, there were only 1,700 African students studying in China, but by 2018, that number had reached 82,000. Although the Ministry of Education stopped separately publishing the number of African students studying in China after 2018, market research indicates that by 2023, there were approximately 300,000 African students in China, making them a significant group of international students in China. In addition to Africa, the number of international students from Southeast Asia and Central Asia is also increasing, and these regions are becoming a "new source" of students studying in China. The influx of international students from Africa and other regions reflects the deepening cooperation between China and these regions. In recent years, China's cooperation with African, Southeast Asian, and Central Asian countries in areas such as trade, infrastructure, and science and technology has become increasingly close, leading to a surge in demand for local talent who are proficient in Chinese and have an understanding of China. For students from these regions, studying in China not only provides access to high-quality educational resources but also builds advantages for future participation in China-Africa and Central and Southeast Asian cooperation, offering broad employment prospects. At the same time, China's supportive policies for studying in these regions, such as scholarships and simplified visas, have lowered the barrier to entry for them. Third, Geopolitics Becomes a Key Variable, and People-to-People Exchanges Fluctuate with State Relations The "transformation" of international students in China is essentially a reflection of geopolitical closeness. The intensity of inter-state relations is often directly reflected in the details of people-to-people exchanges, with the number of international students being a key indicator. When relations between China, Europe, the United States, Japan, and South Korea are strained, international exchange is naturally affected. Conversely, when relations between China and African, Southeast Asian, and Central Asian countries warm, international exchange cooperation will also strengthen. This change has a two-way impact. The decline in international students from Europe, the United States, Japan, and South Korea may have a short-term impact on universities' international rankings and cultural diversity, but the more far-reaching problem is that the number of Westerners who truly understand, appreciate, and embrace China may decrease. Without sufficient bridges for people-to-people exchanges, the cultural gap between East and West may widen, making misunderstandings more likely. The increase in international students from regions like Africa has laid a cultural foundation for China's cooperation with these regions, helping to deepen mutual understanding and trust. Fourth, the long-term impact deserves attention; exchanges between civilizations require a diverse and balanced approach. The development of civilizations is inseparable from exchange and mutual learning. The emergence of ancient Babylonian and Chinese civilizations is closely related to their geographical location at the epicenter of cultural exchange. As a crucial vehicle for cultural exchange, changes in the composition of international students will impact the breadth and depth of this exchange. The decline in international students from Europe, the United States, Japan, and South Korea may lead to a deepening cultural gap between China and the West. After all, these students often serve as "private ambassadors" of understanding China upon returning home. Their absence could lead Western society to perpetuate stereotypes about China. For this reason, China is currently strengthening educational cooperation with Europe and the United States, especially Europe, attracting more European students through joint educational programs and exchange programs, striving to maintain educational ties with the West. At the same time, for international students from Africa, Southeast Asia, and Central Asia, it is necessary to improve the quality of education and optimize the study abroad environment so that they not only gain knowledge but also truly serve as bridges for cooperation between China and their respective regions, rather than simply increasing their numbers. Only by maintaining a diverse and balanced source of students studying abroad can China's international education truly serve the greater goal of cultural exchange. V. Behind the Changing Landscape of Studying Abroad Reflects China's New Layout of Influence The shift in the composition of international students in China also reflects the new layout of China's international influence. In the past, China focused more on exchanges with developed countries, but now cooperation with developing countries is becoming a priority. The increase in international students from Africa, Southeast Asia, and Central Asia demonstrates China's growing appeal in these regions, and educational cooperation under the Belt and Road Initiative is bearing fruit. After returning home, these students will play a role in the political, economic, and cultural spheres of their respective countries, becoming a significant force in promoting the development of China's relations with these regions. However, it is also important to note that study abroad exchange cannot simply pursue "quantity" while neglecting "quality." Whether students come from developed or developing countries, equal and high-quality educational services must be provided to help them truly understand China's history, culture, and development model. Only in this way can study abroad exchange truly become a bond for mutual learning among civilizations, rather than a simple "numbers game." The future landscape of international students in China should be diverse, balanced, and high-quality. It should include new talent from Africa, Southeast Asia, and Central Asia, while also maintaining educational exchange with Europe, the United States, Japan, and South Korea. Only in this way can China's international education develop more steadily and further. The "transformation" of international students in China is an inevitable result of the times, reflecting both geopolitical shifts and the expansion of China's influence. The withdrawal of international students from Europe, the United States, Japan, and South Korea presents challenges, while the increase in students from Africa and other regions presents opportunities. Maintaining a diverse balance in cultural exchange amidst this change, improving the quality of international education, and ensuring that international students truly serve as bridges for cultural exchange will be key issues for the future. After all, the ultimate goal of international exchange isn't simply to increase or decrease numbers, but to foster understanding and overcome barriers through connections between people. This is the true meaning of international education.