Social Media VS News: International Education Decision Making Negotiation between Parents and Students in the Digital Era

Digital technologies have transformed various aspects of educational practice, including teaching methods, student engagement, and access to information (Haleem et al., 2022; Alenezi, 2023). However, their influence on educational decision-making, particularly regarding international study choices, remains underexplored. This study addresses this gap by examining how digitalization has impacted the decision-making processes of Chinese international students, the largest group of outbound students globally. Using data from the Panel Study of Chinese University Students (PSCUS) from 2019 to 2022, this research investigates how factors such as students’ family background, university type, and major selection influence these their decisions of study abroad. The findings reveal notable shifts post-2021, driven by global events like the COVID-19 pandemic and escalating US-China tensions, which have redefined international education landscapes as noted by scholars (Mok, Xiong, & Cheung, 2021; Marginson, 2022). Amid rising nationalism and geopolitical tensions, many students have to reconsider their study destinations, or even abandon their study plan (Kim & Park, 2024). Interviews with students further support these findings, and highlight distinct patterns in how students and their families navigate choices amid geopolitical challenges. The study underscores students’ agency in decision-making (Marginson, 2014), often mediated through complex negotiations with parents. Specifically, digital platforms, particularly social media and news outlets, have emerged as vital tools, enabling students and their parents to reshape and deliver the understanding of opportunities and risks associated with international study to each other. This research provides insights into the complex dynamics of student decision-making, emphasizing the role of information in shaping choices and negotiation processes. Overall, it sheds light on how Chinese students’ decisions regarding international study are evolving in an era marked by digital transformation and global uncertainty, contributing to discussions on student agency in challenging or reinforcing established knowledge structures within a shifting global educational paradigm.