Factors influencing Chinese students’ motives for teaching in Russian universities in the context of a post-global educational space formation

Abstract

Research problem. To expand international dialogue, increase competitiveness in the Russian and foreign educational markets, to deepen educational cooperation and increase the share of students from China, a comprehensive sociological study was conducted. The aim of the study is to identify the motives of Chinese students to study at Russian universities in the conditions of the formation of the post-global education space. Materials and methods of research. In March-May 2022, we conducted a sociological study in the universities of Yekaterinburg, Chelyabinsk, and Moscow (Russian Federation). The study used a quantitative and qualitative strategy. The quantitative study involved 500 Chinese students studying at Russian universities (N=500). The study was supplemented by in-depth interviews (N=30) with heads of international services and university departments. Results. In the course of the study, the main key motives for the choice of Russian universities by Chinese students were found. Among them, pragmatic motives that consist of a group (the cost of education; the territorial convenience of the location of the university; the convenience of accommodation in hostels; the availability of airports in the host city); socio-psychological motives (national relations, the presence of acquaintances of students from the PRC studying at the chosen university, the availability of adaptation programs for Chinese students at the university, the convenience of the university infrastructure), procedural (to make a career progress after graduation; the opportunity to continue education after graduation from the Russian university; the prestige of the university in world rankings) were fixed. Conclusions. The leading factors influencing the motives of Chinese students' choice of Russian universities are as follows: the success of adaptation programs at the university, the compliance of the educational program with the expectations of students, the presence of the Confucius Institute, which supports the relationship with Chinese students and teachers. Demotivating factors were identified in the course of the study. They are: difficulty in mastering the Russian language (76%), difficulty in communication with teaching staff (54%), difficulties in communicating with Russian students (46%).