China Strengthens Higher Educational Ties with Southeast Asian Nations

In recent years, Chinese universities have significantly expanded their influence in Southeast Asia, evident from the rising number of Southeast Asian students in China and the establishment of Chinese campuses across the region. This strategic move aims to boost student enrollment, diversify funding sources for academic programs, and enhance China's regional image.

The evolution of educational cooperation between China and Southeast Asia can be traced through three distinct phases. The first phase, which occurred before and shortly after the establishment of the People’s Republic of China (PRC) in 1949, was characterized by strong educational ties facilitated by the Chinese diaspora. Between 1900 and 1910, the diaspora established the first private schools in Southeast Asia. Many members of the diaspora returned to China, contributing to its higher education by funding institutions and introducing modern educational systems. Prominent figures like Tan Kah Kee, Lee Teng Hwee, and Lim Boon Keng played key roles during this period. After the PRC’s founding, some of these diaspora members returned to China and advanced disciplines related to Southeast Asian languages and area studies.

The second phase began during the Deng Xiaoping era (1979-1989), when China showed keen interest in the 'Singapore model' of modernization. During this period, over 50,000 Chinese officials were sent to Singapore for training. In the 1990s, China and Singapore collaborated on various master’s degree programs. One notable initiative was Shanghai Jiao Tong University’s launch of a master’s in business administration (MBA) program in Singapore in 1993, marking the first graduate school established by a Chinese university abroad. Subsequently, universities such as Peking University and Tsinghua University partnered with Singaporean institutions National University of Singapore, Nanyang Technological University, and Singapore Management University to offer advanced degree programs.

The third phase, starting from the 1990s, saw a rapid expansion of Chinese higher education institutions. Since 2016, Southeast Asian students have become the largest group of international students in China. In the 2021-2022 academic year, students from Southeast Asia represented about 30% of the total international student population in China, exceeding 100,000, while around 62,000 Chinese students were studying in ASEAN countries. By 2025, China aims to achieve 300,000 two-way student exchanges with ASEAN countries.

Several factors drive this burgeoning collaboration. For China, educational cooperation serves as a form of cultural diplomacy, enhancing its regional image. The 2024 State of Southeast Asia Survey by the ISEAS-Yusof Ishak Institute revealed that 50.1% of Southeast Asian respondents harbor distrust towards China, underscoring the need for effective people-to-people exchanges. To address this, China has launched higher education initiatives targeting young elites in Southeast Asia, such as the ASEAN-China Young Leaders Scholarship, which supports top Southeast Asian students pursuing graduate studies in China. Additionally, China has unveiled plans to establish 10 China-ASEAN Institutes of Modern Craftsmanship and expand professional training programs for ASEAN nationals. Collaboration with think tanks and leading universities in Southeast Asia aims to bolster public diplomacy and strengthen educational ties.

Chinese universities face challenges, including declining birth rates, which fell below 10 million in 2022, potentially leading to closures and an increased reliance on international student recruitment for funding. Foreign students, who pay higher tuition fees, are seen as a crucial financial resource. Southeast Asia, with its expanding middle class and demographic dividend, presents significant opportunities for Chinese institutions.

Social and economic factors also influence students' decisions to study abroad. The competitive education environment and challenging job market at home drive students to seek opportunities in Southeast Asia. Factors such as lower costs in developed countries like Japan, South Korea, and the US, and favorable cultural and language environments in Malaysia and Singapore make these destinations appealing. Graduating from private institutions in Malaysia, such as Sunway University and HELP University, can also enhance opportunities for further studies in the UK. In 2021, Malaysia ranked 7th and Thailand 12th among preferred study destinations for Chinese students.

Chinese universities are encouraged to diversify their finances, with foreign student recruitment being a key strategy. Southeast Asian students are attracted to Chinese universities due to their proximity, cost-effectiveness compared to developed countries, and China’s growing regional influence. China’s advancements in higher education quality, highlighted by five universities in the top 50 of the 2024 Times Higher Education rankings, have further bolstered its appeal. Additionally, the Chinese language environment attracts many Southeast Asian students, particularly those of Chinese descent who are proficient in the language and enrolled in Chinese-language programs.

Recent education partnerships illustrate three types of collaboration. The first type involves government-led initiatives such as Confucius Institutes and scholarships, with about 64 Confucius Institutes in Southeast Asia fostering Chinese language and cultural learning through various scholarships.

The second type encompasses Chinese universities establishing campuses in Southeast Asia. For instance, Xiamen University’s campus in Malaysia, the first Chinese university to open an overseas campus, and Soochow University’s campus in Laos are notable examples. Additionally, Chinese private education groups have expanded into Southeast Asia, acquiring universities such as INTI International University in Malaysia and Stamford International University in Thailand. Over ten private universities in Thailand are reported to be in acquisition discussions with Chinese investors.

The third type involves emerging trilateral collaborations between governments, Chinese universities, and Southeast Asian partners. The Tsinghua Southeast Asia Center in Bali, supported by the Chinese and Indonesian governments, exemplifies this model.

Despite these achievements, challenges such as legislative and regulatory obstacles, language barriers, cultural differences, and intense competition persist. For instance, Indonesian regulations require foreign universities to be ranked among the top 200 globally to establish a campus in Indonesia, while Thailand's foreign employee quota system restricts the entry of foreign universities, affecting education quality improvements.

Addressing these challenges requires enhancing synergy among universities, private education firms, and markets through innovative collaboration models. Examples include partnerships between Chinese private education groups and President University in Indonesia to create an academy that collaborates with Chinese vocational colleges and enrolls Chinese students. Overcoming shared challenges and exploring future opportunities can pave the way for sustainable and mutually beneficial educational relations between China and Southeast Asian nations.