




































American International Journal of Social Science Research 

Vol. 6, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

 

30 

UNDERSTANDING THE FEELINGS AND MOTIVATION OF 

AFGHAN STUDENTS’ REGARDING STUDYING AT CHINESE 

UNIVERSITIES 
 

Hizbullah Bahir  

Master Degree Student 

 Beijing Sport University, Beijing, China   

Teaching Assistant  

Physical Education Department 

Education Faculty, Kandahar University 

Kandahar, Afghanistan  

E-mail: bahir.hizbullah@hotmail.com 

 

Huanghe 

Associate Professor 

Competitive Education Department 

Competitive Sport Faculty, Beijing Sport University 

Beijing, China  

E-mail: Huanghexx@126.com 

 

ABSTRACT 

Making a decision to study in foreign countries is considered one of the most difficult tasks. 

However, it is one of the most essential and valuable attempts for the students because in foreign 

countries the quality of lessons are high and they can make huge social relations with learners. 

Also, China accepts students from all over the world. This study examined the feelings, and 

motivations of Afghan students; the data was collected through google form and constructed 

interview which 99 students were the participants. A mixed approach was used for this study. 

Moreover, the interview was done with those learners who have been completed their higher 

education in the country of China and the data was analyzed through SPSS 26 version. The 

findings asserted that learning of students in China is very beneficial as well with the relations of 

other foreign countries who study in China. Furthermore, the findings indicated more that 

learners have noticeable achievements in the parts of the culture of China, new technology; 

learning of Chinese language. Additionally, in China living allowance, medical services, well-

equipped dormitories and the services of seeing historical places are free of charge for the better 

life of students.  

 

Keywords: Motivation, Feelings, Studying Abroad, Afghan Students. 

 

JEL Classification Codes: A19, B10, B25, C10, C53. 

 

INTRODUCTION 

Many students choose to study in foreign countries because of the possible advantages. Study in 

abroad will meet the expectations of your university degree and traveling around the world while 

at the same time exploring new cultures. Afghan students try to pursue higher education in 



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31 

abroad but many students do not know which problems they will face, and how the new the 

culture, religion, language and so on will affect them. A choice to study in abroad is not just a 

difficult decision-making process for students (Mazzarol, 1998). At the same time, a student 

undertakes one of the most critical and costly projects, take into account all the difficulties of 

studying in abroad and have a specific plan for it. (Sirowy & Inkeles, 1984; McMahon, 1992; 

Mazzarol & Soutar, 2002). In these years, the Ministry of Higher Education of Afghanistan tries 

to find an opportunity for students in foreign countries which one of these countries is a friendly 

country of China. Every year hundreds of Afghan students go for higher education to China.  In 

2008, thirty-six Afghan learners were busy on their studies in China. Right now, hundreds of 

learners choose Chines universities only from Afghanistan. This current research expands on 

studying in abroad motives and benefits and attempts to explore the particular motivations that 

could affect Afghan students’ decision to study in China country. Understanding what motivates 

and honors the students to study in China gives institutions of higher education knowledge to 

help prospective students and inspire them to study. 

 

PROBLEM STATEMENT 

In recent years, many Afghan students want to study in foreign countries; however, there are 

very limited studies conducted in Afghanistan regarding the feelings and motivation. The 

International Education Institution states that the aim is to enhance substantially the number of 

foreign students studying in China but little research conducted into what the foreign students do 

to exchange experiences in China (Belyavina, 2013).In addition, there are not reputable sources 

for students in order to get benefit from them as sources. Moreover, students who want to study 

higher education in China have many questions because of not having suitable sources. Whereas 

China is one of those countries that accept Afghan students in different fields, but the problem is 

that they do not have information about the culture, language and universities of China. This 

available source would assist them to answer their queries.  

 

Research Objectives  

 To identify the main factors that makes Afghan students to choose China for higher 

education. 

 To clarify the benefits that Afghan students get in China in terms of culture and language. 

 To investigate the evidence that has still proved to be very useful for Afghan students. 

Research Questions 

 What are the factors that make Afghan students to choose China for higher education? 

 What are the benefits that Afghan students get in China in terms of culture and language? 

 What are the evidence that has still proved to be very useful for Afghan students? 

LITERATURE REVIEW 

The literature refers to a variety of motivating forces responsible for drawing students to the host 

country. Economic relations between the domestic country and the host country, the scale of the 

economy of the home country relative to that of the host country, the involvement of the host 

country in the home country through foreign assistance or cultural links and scholarships and 

other forms of assistance, international acceptance of qualifications from Western institutions of 

higher education (McMahon, 1992). In encouraging research on board programs to prospective 

candidates, educational priorities, such as being fluent in a foreign language, observing a new 

teaching process, improving job prospects and competition, and learning about a subject not 



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offered at a homeland university, play a significant role (Teichler & Steube, 1991; Himat, 2020). 

The value of study in abroad has been known for a long time. Educators, policymakers, and 

business leaders have all realized the need for young people to have been global experienced 

(MCGiffert, 2011). Study programs in abroad offer university students greater global expertise, 

expanded horizons, and the ability to learn foreign cultures and languages. Unfortunately, 

minority Afghan students study in abroad (Smith & Mitry, 2008). In fact, it is a priority for many 

states to provide opportunities for students to study in abroad. (MC Giffert, 2011).  

The Government of Afghanistan provides many opportunities for students to study inside 

the country. As well as trying to send students into foreign countries for higher education, to stay 

competitive in today's world, students must study internationally, learn the languages of other 

countries try to reduce distances in order to increase international relations promote formal 

education abroad and improve their potential job view to do (Smith & Mitry, 2008; Sahibzada & 

Himat, 2019; Bahir, 2020). China is a friend country of Afghanistan committed to cooperation 

and provides higher education for Afghan students. The higher education system established in 

China, (excluding Hong Kong, Macao, and Taiwan) Provides scholarships for foreign 

universities and scholarships for international students which attract thousands of students 

internationally every year (Hennock, 2012; Goodman, 2011).  At present, China accepts 

hundreds of Afghan students every year for higher education (Belyavina, 2013). Universities 

leaders and political figures are committed to creating exchanges between peoples and countries. 

Under this program, the governments of Afghanistan and China are committed to increasing the 

number of Afghan students in China. 

The motivation was described for this study as factors that influence a decision of 

students to study in abroad (Jolibert & Baumgartner, 1997). Research on reasons for studying in 

abroad deals whether the students want to study in abroad or not. The choice to study in abroad 

involves both the positive and the negative aspects and their feelings about studying in abroad 

push and pull factors (Doyle, 2009; Goel, De Jong, & Schnusenberg, 2010; Himat & Nazari, 

2019; Nazari & Himat, 2020). It was decided in the study (Sánchez, Fornerino & Zhang 2006) 

that certain factors were used in the option to study in abroad to obtain a new experience, 

improve the condition of working, improve the social situation, seek freedom/pleasure, learn new 

languages.However, the following barriers could be family barriers, finance barriers, 

psychological barrier and social barriers. These factors discourage students to studying in abroad 

(Himat & Nazari, 2021). 

Study in China can bring various benefits to the students in the areas of ranging from 

language development to growing their cross-cultural experience. These advantages are different 

for any student and can vary based on the specific study venue. Analysis indicates the possible 

advantages of study in abroad act as incentives (Doyle, 2009). The returning students bring with 

them the experience of cultural understanding, personal development possible opportunities for 

higher education, achievements of Second language skill, close friendship with local people 

socialization and globalization because in foreign then get will acquaintance with technology as 

well (Smith & Mitry, 2008; Himat, Takal & Hakimi, 2021). 

 

RESEARCH METHDOLOGY 

This study used a quantitative research method. In addition, 99 Afghan students have been taking 

part among these 68 were male and one female student who have answered the questionnaires, 

and with 30students have interviewed those who had already graduated from Chinese 

universities. The present study used survey methods in order to explore and evaluate Afghan 



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33 

students who have studied or currently studying in China. Convenient and snowball sampling 

was used to recruit subjects. An online survey was the main source for collecting the data of this 

research. The data was collected from those students who were graduated from several programs 

of Chines Universities such as PhD, Master and Bachelor Degrees. The data was analyzed with 

SPSS version 26. 

FINDINGS 

Table 1. Shows the demographic data of the participants 

 

Demographic Data of the Respondents 

Characteristics Frequency Percentage 

Gender: 
Male 68 98.6% 

Female 1 1.4% 

Level of Education: 

Bachelor 4 5.4% 

Master 50 72.5% 

Ph.D. 15 21.7% 

Teaching language 
Chinese 18 26.1% 

English 51 73.9% 

Age: 

 

 

Between 21&26 8 11.6% 

Between 27&32 41 59.4% 

33- Upper 20 29.0% 

 

Table 1, the characteristics of the respondents in this study are as below, 68(98.6%) male, 

1(1.4%) female, the categories of their education are 4(5.4 %%) Bachelor, 50(72.5%) Master, 

15(21.7%) Ph.D., this means that a large number of Bachelor degree physical education 

professionals participated in the study, the ages of the respondents are between the following 

years, 8(11.6%) Between 21&26 years, 41(59.4%) Between 27&32years, 20(29.0%) 33- Upper, 

the age categories show that most of the respondents were between 27&32years old. 

 

Table 2. Shows the views of Afghan students in China 

 

Items Disagree Agree Frequency Percent 

Valid Have you studied at Higher 

Education Institution before 

coming to China 

9 

(13.0%) 

60 

(87.0%) 
69 100.0% 



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34 

If other Afghans require advice 

from you regarding choosing 

China for getting higher 

education, what will be your 

response to them 

3 

(4.3%) 

66 

(95.7%) 
69 100.0% 

 

Table 2 Shows the views of Afghan students  in China, the first question was: Have did you 

study at a higher Educational Institution before coming to China, the respondents 60(87.0%) 

persons are agree and 9(13.0%) persons are disagree, as a conclusion the survey showed that 

most of them were agreed. If others Afghans need your advice regarding to choose China for 

higher education, what will be your responsibility to the respondent 66(95.7%) persons were 

agree and 3(4.3%) persons were disagree, the answers showed that most of them agreed. 

 

Table 3. Shows the percentage of learning the Chinese language 

 

Frequency 

Percent 

37 

(53.6%) 

13 

(18.8%) 

9 

(13.0%) 

8 

(11.6%) 

2 

(2.9%) 

 

Table 3 Shows the percentage of learning the Chinese language from 69 respondents 37 students 

(53.6 %) were agree, 13 students (18.8 %) were agree, 9 persons (13.0 % ) were agree, 8 students 

(11.6 %) were agree, 2(2.9%) were agree, Respondents answers also showed that they were at 

least familiar with the Chines language. 

 

Table 3.Shows the teaching and learning 

 

No Items Agree Disagree Neutral 
Strongly 

Agree 

Strongly 

Disagree 

1 At the University where you are 

a student, Do they support you 

31 

(44.9%) 

1 

(1.4%) 

7 

(10.1) 

28 

(40.6%) 

2 

(2.9%) 

2 How is the culture of the 

Chinese to you 

35 

(50.7%) 

0 14 

(20.3%) 

20 

(29.0%) 

0 

3 Teachers use different 

technique for encouraging us. 

32 

(46.4) 

2 

(2.9%) 

14 

(20.3) 

20 

(29.0) 

1 

1.4%) 

4 In all, I am satisfied from the 

teaching process. 

32 

(46.4%) 

3 

(4.3%) 

10 

(14.5%) 

22 

(31.9%) 

2 

(2.9%) 

 

Table 3. Shows the teaching and learning, at the University where you are student, do they 

support you? From 69 respondents 31 (44.9 %) were agree, 1 (1.4 %) were Disagree, 7(10.1 %) 

were Neutral, 28 (40.6 %) were Strongly Agree, 2(2.9%) were Strongly Disagree, Most students 

were strongly agree. How the culture of the Chinese to you is 35 (50.7 %) were agree, 14(20.3 

%) were Neutral, 20 (29.0 %) were strongly agreed, as a result most of the students were agreed. 

Teachers use different techniques for encouraging us.32 (46.4 %) were agree, 2 (2.9 %) were 

Disagree, 14(20.3 %) were Neutral, 20 (29.0 %) were Strongly Agree, 1(1.4%) were Strongly 

Disagree, Most students agree. In all, I am satisfied with the teaching process.32 (46.4 %) were 



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agree, 3 (4.3 %) were Disagree, 10(14.5 %) were Neutral, 22 (31.9 %) were Strongly Agree, 

2(2.9%) were Strongly Disagree, Most students were agree. 

 

Table  4. Shows the workload and assessment 

 

No Items Agree Disagree Neutral 
Strongly 

Agree 

Strongly 

Disagree 

1 At the beginning of each 

semester, we get 

awareness about each 

subject. 

34 

(49.3%) 

4 

(5.8%) 

8 

(11.6%) 

23 

(33.3%) 

0 

2 The workload of teaching 

is fair to me. 

37 

(53.6%) 

3 

(4.3%) 

12 

(17.4%) 

15 

(21.7%) 

2 

(2.9%) 

3 Do you study much 32 

(46.4%) 

1 

(1.4%) 

5 

(7.2%) 

31 

(44.9%) 

0 

4 Teachers always give us 

teaching materials for the 

improvement of our 

educational field.  

25 

(36.2%) 

2 

(2.9%) 

13 

(18.8%) 

28 

(40.6%) 

1 

(1.4%) 

 

Table 4. Shows the Workload and assessment, at the beginning of each semester, we get 

awareness about each subject. From 69 respondents 34 (49.3 %) were agree, 4 (5.8 %) were 

Disagree, 8(11.6 %) were Neutral, 23 (33.3 %) were Strongly Agree, most of the students were 

Agree. The workload of teaching is fair for me.37 (53.6 %) were agree, 3 (4.3 %) were Disagree, 

12(17.4 %) were Neutral, 15 (21.7 %) were Strongly Agree, 2(2.9%) were strongly disagree 

most students were agree. Do you study too much 32 (46.4 %) were agree, 1 (1.4 %) were 

Disagree, 5(7.2 %) were Neutral, 31 (44.9 %) were Strongly Agree, Disagree most students 

Agree. Teachers always give us teaching materials for the improvement of our educational 

purposes 25(36.2 %) were agree, 2 (2.9 %) were Disagree, 13(18.8 %) were Neutral, 28 (40.6 %) 

were Strongly Agree, 1(1.4%) were Strongly Disagree most students were Agree. 

 

Table 5. Shows the support and services 

 

No Items Always Never Often Rarely Sometimes 

1 China provides the best 

services for foreign students. 

36 

(52.2%) 

2 

(2.9%) 

21 

(30.4%) 

2 

(2.9%) 

8 

(11.6%) 

2 Do you get to benefit from the 

health center of the university? 

12 

(17.4%) 

15 

(21.7%) 

19 

(27.5%) 

8 

(11.6%) 

15 

(21.7%) 

3 Do you get to benefit from the 

library of the university? 

33 

(47.8%) 

5 

(7.5%) 

17 

(24.6%) 

5 

(7.2%) 

9 

(13.0%) 

 

Table 5. Shows support and services, China provides the best services for foreign students. From 

69 respondents36 (52.2 %) were always, 2 (2.9 %) were Never, 21(30.4 %) were often, 2 (2.9 %) 

were rarely Agree, 8(11.6%) were sometimes, most student the respondents always. Do you get 



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to benefit from the health center of the university? 12 (17.4 %) were always, 15 (21.7 %) were 

never, 19(27.5 %) were often, 8 (11.6 %) were rarely agree, 15(21.7%) were sometimes, most 

student the respondents never. Do you get to benefit from the library of the university? 33 (47.8 

%) were always, 5 (7.5 %) were never, 17(24.6 %) were often, 5 (7.5 %) were rarely agree, 

9(13.0%) were sometimes, most student the respondents always. 

 

Table 6. Shows the achievements of students besides learning 

 

Items Frequency Percent 

Valid Acquaintance with Chines and their culture 22 31.9 

Get information about the friendship in programs 5 7.2 

Make relations with international students 34 49.3 

We give information to international students about 

culture as well as cultural values 
8 11.6 

 

Table 6. Shows extra achievements besides learning, Acquaintance with Chines and their culture, 

From 69 respondents22 (31.9%), got information about the friendship in programs5 (7.5%), we 

gave information to international students about culture as well as cultural values (8(11.6%). 

majority respondents choose china for its international relations and the minority of them for its 

culture. 

 

Table 7. Shows the Chinese research decision factors 

 

Items Frequency Percent 

Valid Financial values 14 20.3 

In the interest of family a friends 6 8.7 

Past or old information about China 23 33.3 

Physical environment 3 4.3 

Social environment 5 7.2 

Social values 
14 

 
20.3 

The readiness of a physical environment 4 5.8 

 

Table 7. Shows the Chinese research decision factors, From 69 respondents, financial values14 

(20.3%), In the interest of family friend’s 6(8.7%), Pastor old information about 

China(23(33.3%), Physical Environment(3(4.3%) Social environment (5(7.2%), Social values 

(14(20.3%), the readiness of a physical environment4 (5.8%), most respondents Past or old 

information about China were agree. 



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Table 8. Shows the advantages of studying in China 

 

Items Frequency Percent 

Valid Cultural benefits 6 8.7 

Friendly relationships of Chines and their delicious 

food 
2 2.9 

Getting economic opportunities 2 2.9 

Good management of Chines authorities 3 4.3 

Learning of Chines language 14 20.3 

Opportunities for bachelor, master, and doctorate 

degrees in professional departments 
25 36.2 

Readiness for future life to live on an international 

level. 
17 24.6 

 

Table 8. Shows the Advantages of studying in China, Cultural benefits, From 69 respondents 

6(8.7%), Friendly relationships of Chines and their delicious food 2(2.9%), Getting economical 

opportunities2 (2.9%), Good management of Chines authorities3 (4.3%), Learning of Chinese 

language14 (20.3%), Opportunities for bachelor, master, and doctorate degrees in professional 

departments, 25(36.2%), Readiness for future life to live on an international level17 (24.6%). 

Most students Opportunities for bachelor, master, and doctorate degrees in professional 

departments choose. 

 

Table 9. Shows the familiarity of students with new technology 

 

Frequency 5 11 27 20 6 Total 

Percentage (7.2%) (15.9%) (39.1%) (29.0%) (8.7%) 69(100.0%) 

 

Table 9 Shows the familiarity of Afghan learners with new technology, from 69 respondents, 

5(7.2%) were agree, 11(15.9%) were agree, 27 (39.1%) were agree, 20(29.0%) were agree , 6 

(8.7%) were agree, it clear from the respondents that they are only 80% familiar with bringing 

about significant positive change in the field of technology for Afghanistan. 
 

DISCUSSION 

The responses to afghan student’s feelings and motivations for studying at Chines universities 

revealed that many Afghan students are going to China to complete their higher education. There 

are no master’s and PhD programs in some academic fields such as journalism, physical 

education, and Social Sciences. The other reason is low quality education at Afghan universities, 

while the Chinese universities have high quality. Because of high quality Afghan students choose 

China for higher education. The results of the survey show me that Chines scholarships have 

proved to be very useful for Afghan students not only in the field of excellence in education but 

also in relations with international students Chinese culture new technologies and Chines 

language learning. Afghan students have significant achievements so through this experience 



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Afghan students can better benefit from living a better life in the world and becoming acquainted 

with the cultures of different countries, as well as having these skills Afghan students can, 

establish economic social and scientific ties between Afghanistan and China.  

The sentiments of Afghan students show that China is a country that respects the beliefs 

of all ethnic groups. All foreign students are treated the same as chines at in Chines universities, 

and every Chinese university has dining rooms for Halal food. The survey found that 95% of 

Afghan students feel good about China. As noted in the study that studying abroad help students 

to live and work abroad in the future (Smith & Friends, 2008). The student responses present that 

Afghan students are also pursuing related goals so that they can live and work in abroad in the 

future. As Doyle, in her 9-year study found that learning in China is very useful in terms of the 

Chinese language and culture that Afghan students have achieved the same goals. His lessons 

were in Chines, he has learned Chines and is well familiar with Chines culture. 

 

RECOMMENDATIONS FOR FURTHER STUDIES 

It will be great importance to draw on studies to consider student improvements overtime 

when adjusting to China (both psychological and socio-cultural). Besides, it would be important 

to see what factors could affect students' decisions to return home early. The study also needs to 

investigate the academic adaptation of Afghan students to study in China. Some of the best 

perspectives can be obtained by conducting a longitudinal analysis that can assess the academic 

performance of international students relative to local Chines students. What sorts of stress or 

problems do students face in the same way? Further research can also benefit from researching 

individuals who want to incorporate or assimilate relative to individuals who choose to spend 

time with other international students only. For example, a fascinating analysis could compare 

two groups of students studying where one group has a Chines roommate and one group has an 

Afghan roommate. This style of study design will help researchers decide if this living aspect has 

any effects on a student's ability to learn Chines Mandarin and to change or develop their socio-

cultural adaptation. In conclusion, more qualitative and quantitative analysis needs to be carried 

out to consider the experience of international students and how to inspire more students to study 

in the People's Republic of China. 

 

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