외국인 유학생의 대학생활적응 탐색 척도 개발 및 실태분석: J대학 사례

최태진,백유미 한국문화융합학회 2019 문화와 융합 Vol.41 No.6

This study aims to explore the factors that affect the university school life adjustment of foreign students studying abroad. Based on these factors, it also aims to construct a scale that can measure the adjustment levels and examine the variables that affect the said adjustment. For this purpose, a survey was conducted using 129 foreign students studying abroad and 21 professors of such students. Research results show that the maladaptive behaviors or lifestyles of foreign students studying abroad as perceived by professors include life factors such as finance and academic factors such as academic degeneration along with dating and relationship problems. Additionally, the physical and mental health factors (anxiety, depression, etc.) were extracted as sub-factors of the university school life adjustment of these students through literary studies. These sub-factors were categorized into life, academic, physical, and mental health factors. Furthermore, the results of survey in the life, academic, physical, and mental health domains show that the cultural adaptation stress experienced by foreign students studying abroad has a positive correlation with life factors, academic factors, and anxiety. For example, Vietnamese students studying abroad showed high levels of life concerns and academic problems. With respect to physical health, Chinese students studying abroad showed high smoking rates while Vietnamese students studying abroad showed low vaccination rates. Overall, the mental health (e.g. anxiety, depression, etc.) levels were good, but students studying abroad for less than a year experienced relatively higher levels of depression and anxiety. These research results are significant since they provide the base material to improve the effective university life adjustment of foreign students studying abroad.

아관파천 후(1896~1903) 한국정부의 유학정책

김기주 호남사학회 2008 역사학연구 Vol.34 No.-

아관파천으로 들어선 친러정권은 일본유학을 중단시키고 기존의 유학생들을 대폭적으로 귀국시켜 이전정부의 유학정책을 부정하였다. 정부는 1896년 말 慶應義塾과의 유학생파견 계약을 해소하고 관비생 전원을 귀국시키기로 결정하였다. 관비생에게 1897년분까지만 학비를 지급해 주면서 그해까지 귀국할 것을 지시하였다. 동시에 학부모를 통하여 부모의 친병이나 친상을 구실로 귀국을 종용케 하였다. 상당수는 정부의 지시에 따라 자발적으로 귀국하였다. 1897년이 지나자 잔류한 유학생들은 친목회를 중심으로 정부의 조치를 비난하고 자구책을 강구하면서 일본에 남아 공부를 계속하겠다고 결의하였다. 잔류유학생들은 일본정부 및 민간인의 후원과 국내 독립협회 모금운동의 지원에 의해 학업을 계속할 수 있었다. 특히 독립협회의 관심과 지원은 정부로 하여금 일본유학생에 대한 학비 지원을 재개하도록 하는데 기여하였다. 1898년에 들어와 독립협회 등 국내 여론에 부담을 느낀 대한제국 정부는 일본유학생에 대해 방침을 바꾸어 하반기부터 학비를 지원해 주기로 하였다. 그와 함께 매우 혁신적인 해외유학정책을 구상하기까지 하였다. 아울러 다음해 정부예산에 외국유학생 경비도 산정해 놓았다. 그러나 그 계획은 예산과 실천의지의 부족으로 실현되지 못하였다. 1899년부터 예산에 책정된 일본유학생의 학비는 오랫동안 지체되다가 일 년이 훨씬 지난 이듬해 4월이 되어서야 학비가 지원되었다. 그러는 중에도 정부는 20여명의 사비생을 관비생으로 전환하여 충원하기도 하였다. 학비의 지체는 1900년에도 재현되고 1902년까지 이어졌다. 지체된 학비는 1903년 초 유학생에 대한 전면적 소환시 대부분 변제되었다. 정부는 1903년 2월 관비유학생 전원에 대해 소환 지시를 내렸다. 1902년에 드러난 유길준의 쿠데타음모사건에 일본육군사관학교를 졸업한 유학생 출신의 청년장교들이 연루된 때문이었다. 유길준 외에도 일본에 망명하고 있던 박영효․이준용 등 반역자들이 유학생들과 접촉하고 있어서 그들로부터 분리시키기 위해서였다. 25명의 관비생과 4명의 사비 일본육군사관학교 학생을 소환토록 하였으나 대부분은 그대로 남아 학업을 마친 후에 귀국하였다. 일본유학생을 소환하는 한편으로 러시아에 10명의 유학생을 파견하였다. 그리고 영국과 프랑스에도 각 10명씩의 유학생파견이 추진되었으며, 이어서 일본에도 10명의 유학생을 파견하였다. 이는 모두가 고종의 군사력증강책의 일환이었다. 아관파천 이후 한국정부의 유학정책은 이전 갑오개혁기에 친일개화파가 파견해 놓은 유학생에 대한 부정적 인식으로 인해 전반적으로 소극적이었다. 이는 정부의 학비지원에도 영향을 끼쳐 학비가 항상 지체되는 결과를 낳았다. 반역자들과 차단시키려는 정치적 상황과 결부되기도 하여 정책적 일관성을 갖지 못한 면도 있었다. 그러나 서양에 대규모로 유학생을 파견하려는 혁신적이고 원대한 구상도 있었고, 나중에는 군사력증강의 일환으로 서양과 일본에 소수 단위나마 유학생을 파견하였음을 볼 때 정부는 유학생 파견의 필요성을 항상 인식하고 있었고 부국강병책의 중요한 수단으로 삼고 있었음을 알 수 있겠다. 또한 유학생파견을 다국가적인 외교 교섭의 방편으로 활용하고 있었다. The pro-Russian government, which had been established due to Agwan Pacheon (King Gojong's Flight to Russian Legation), stopped studying in Japan, and ordered existing students studying in Japan to return sharply from Japan, and so negated the studying-abroad policy of the previous government. Our government decided to cancel the contract with Gyeong Eung Ui Suk for dispatching students studying in Japan and order all the government students studying in Japan to return from Japan at the end of 1896. Our government paid government students studying in Japan only the school expenses up to 1897, and then ordered those students to return from Japan until such year. At the same time, our government made the students' parents persuade their students to return form Japan in the pretext of their parents' illness or bereavement. Considerably many students returned voluntarily from Japan according to the order of our government. After 1897, around Chin Mok Hoe, the remaining students studying in Japan denounced the measures of our government, and devised self-help measures, and so made their determination to remain studying in Japan continuously. The remaining students studying in Japan could continue to study by the sponsorship of Japanese government and civilians and the support of our domestic Dong Nip Hyeop Hoe's fund-raising campaign. Especially, the interest and support of Dong Nip Hyeop Hoe (Independence Club) helped our government to resume the assistance of school expenses for students studying in Japan in the end. In 1898, our government felt the burden from the domestic public opinion including Dong Nip Hyeop Hoe, and so changed the policy toward students studying in Japan, and then planned to assist school expenses from the latter half of the year. In addition, our government even planned the very innovative policy toward studying abroad. Also, our government appropriated the expense for students studying abroad in the government budget of the next year. However, such plan was not realized owing to the lack of budget and practical will. The school expenses for students studying in Japan, which had been appropriated in government budget from 1899, were delayed for a long time, and then were assisted in March in the next year after even more than one year passed. Meanwhile, our government converted and recruited about 20 students studying in Japan at their own expenses into government students studying in Japan. The delay of school expenses reappeared in 1900, and was continued until 1902. Most of delayed school expenses were repaid when students studying in Japan were recalled in a full-scale way in the beginning of 1903. Our government recalled all the government students in Japan in February, 1903. The reason was that the young military officers from students studying in Japan, who had graduated from the Japan Military Academy, were involved in Yu Gil Jun's coup d'état plot which was revealed in 1902. Besides Yu Gil Jun, the traitors including Park Yeong Hyo and Yi Jun Yong, who were seeking political asylum in Japan, kept in contact with students studying in Japan, and so our government intended to separate these students from such traitors. Our government recalled 25 government students studying in Japan and 4 students studying in the Japan Military Academy at their own expenses. But, most of them remained studying in Japan and so returned from Japan after finishing their studies. Our government recalled students studying in Japan whereas our government dispatched 10 students studying in Russia. And our government promoted dispatching 10 students studying in England and France respectively. And then our government dispatched 10 students studying in Japan. All these policies were a part of King Gojong's policy toward military strength buildup. After Agwan Pacheon, the studying-abroad policy of the Korean government was entirely passive owing to the negative recognition of students studying in Japan, whom the pro-Japa...

누가 교육을 위해 한국을 떠나려고 하는가? ― 교육 관련 ‘탈’한국 현상의 사회적 성격 분석 ―

손준종 한국교육사회학회 2005 교육사회학연구 Vol.15 No.2

This study attempts to answer the question why more and more people have chosen the Studying abroad for their children's education in Korea. The purpose of this study is the sociological analysis on the phenomenon of the Korean students who are studying abroad. It is intended to broaden our horizons of understanding the Korean students studying abroad. It is especially focused to find variables which influence to choose the studying abroad for their early children and emigration for education. For the purpose of the study, I analyze the questionnaires performed by Seoul Development Institutions (SDI) in 2003. This study has three parts. First part is the theoretical accounts of the ‘Ex’-Korea(Studying Abroad) for education. Second part is the empirical analyses. The positive attitude on the ‘Ex’-Korea for studying abroad depends on four factors, respondent's attitude on the importance of Educational qualification, Income, Residence and Occupation. Among independent variables, respondent's attitude on the importance of Higher Education and Income are the most important variables that influence the positive attitude on the ‘Ex’-Korea for Education. Respondent's Residence and Occupation have important incentives to choose ‘Ex’-Korea and have more positive educational aspirations for studying abroad for their children. Lastly, I give a brief discussion on implications for further research. This study provides a useful framework to understand the studying abroad and also lays the basic information for future research on the studying abroad. 이 연구는 ‘누가’ 조기유학, 교육이민, 해외유학과 같이 교육을 이유로 한국을 떠나려고 하는가 를 분석하는 것이 목적이다. 외국에서 교육받고자 하는 현상은 학습자의 선택권, 공교육 비판과 그 대안, 합리적 선택, 그리고 계급 재생산을 위한 계급전략 관점에서 이해할 수 있다. 여기에서는 서 울시정개발원의 자료를 바탕으로 교육 관련 ‘탈’한국 현상에 대한 응답자의 태도를 분석한다. 구체 적으로 성, 연령, 교육수준, 학력주의 변인(대학교육의 중요성, 계층결정요인으로써 학력, 계층 간 학력격차), 경제적 요인(월평균 소득, 가계지출부담), 거주지, 및 직업변수들이 ‘탈’한국 현상에 미치 는 상대적 영향력을 분석한다. 분석결과 학력을 중요하게 생각할수록, 소득수준이 높을수록, 강남지 역에 거주할수록, 사무직일수록 ‘탈’한국 현상에 대하여 긍정적인 태도를 가지고 있었음을 밝힌다.

의무교육의 측면에서 본 국외유학에 관한 법적 규제와 정비 방안

이종근(Lee, Jong Geun) 국민대학교 법학연구소 2021 법학논총 Vol.33 No.3

「국외유학에 관한 규정(規程)」은 의무교육의 실효성을 확보하고 무분별한 조기유학을 방지하고자 1979년에 대통령령으로 제정된 최초의 국외유학 관련 법령인바, 동 규정상의 자비국외유학 부분에 대해서는 제정 당시부터 법의 실효성이 없어 폐지해야한다는 주장이 제기되어 왔다. 「국외유학에 관한 규정」 제5조가 자비유학의 자격을 엄격하게 제한하고 있으나 많은 의무교육 단계에 있는 초·중학생들이 동 규정 제5조가 정하는 자격요건을 갖추지 않고도 아무런 법적인 제재를 받지 않고 조기유학을 다녀오는 것이 현실이고, 최근에는 조기유학에 대한 인식이 긍정적으로 변화함에 따라 국외유학과 관련한 기존의 규제적 법령은 전반적으로 정비가 필요한 시점에 와 있다고 할 수 있다. 헌법 제31조 제2항과 「교육기본법」 제8조는 그 보호하는 자녀에게 의무교육을 받게 할 의무를 규정하고 있다. 여기서 문제가 되는 것은 조기유학이나 자비국외유학의 경우에 의무교육의 대상자가 외국의 교육기관에서 6개월 이상의 기간에 걸쳐서 수학하고 돌아오는 경우, 그 외국에서의 수학행위가 「교육기본법」 제8조가 말하는 ‘6년의 초등교육’ 또는 ‘3년의 중등교육’에 해당하는가 하는 점이다. 「국외유학에 관한 규정」 제5조가 자비국외 유학의 자격을 엄격하게 제한하고 규제하는 이유가 바로 자비국외유학을 통하여 의무교육의 수학의무를 면탈할 우려가 있다는 이유에서이다. 국제사회에서 한국의 위상이 빠르게 높아지고 노동시장이 점차 글로벌화 되면서 해외 파견이나 해외 취업이 증가함에 따라 의무교육 대상의 자녀를 동반한 해외 체류도 함께 증가하는 추세로 인하여 기존의 국외유학과 관련한 법령의 개정이 필요한 상황이다. 이러한 상황에서 2016.10.28. 국무조정실 ‘규제개혁위원회’에서는 글로벌 시대에 어울리지 않는 내용이라는 이유로 자비유학 자격의 폐지가 최종 결정됨으로써 특별한 사유가 없는 한 「국외유학에 관한 규정」 제5조는 규제의 일몰기간(2020.01.01.~2022.12.31.) 내에 관련 조항들의 체계적인 정비가 불가피하게 되었다. 「국외유학에 관한 규정」은 「교육기본법」 제29조 제3항을 그 기초로 하고 있는바, 헌법, 「교육기본법」, 「초·중등교육법」, 아동복지법 등 관련 법령과의 상충 여지를 최소화하는 방향으로 정비방안을 마련할 필요가 있다. 이 글은 국외유학에 관한 이론적 배경, 의무교육과 국외자비유학에 관한 법제도적 현황, 그리고 일본, 독일 등 선진국의 자비유학 내지 의무교육관련 규정의 비교법적 검토, 국외유학에 규정의 정비방안의 제시 등을 내용으로 하고 있다. The 「executive order concerning studying overseas」 issued in 1979 is an ordinance to prevent indiscreet “studying abroad at an early age” and to guarantee effectiveness of compulsory education system. From the beginning, the claim that the presidential order should be abolished has been raised on the ground of invalidness. Although Article 5 of the executive order regulates eligibility strictly to a studying abroad, many unqualified persons have studied abroad without permission of educational authorities according to Article 5. It"s high time to improve regulatory legislation by and large concerning studying overseas in lockstep with the latest positive awareness of studying abroad at an early age. Article 32(2) of 「the Constitution of Korea」 provides that all citizens who have children to support shall be responsible at least for their elementary education and other education as provided by act. For the detailed realization of constitutional ideology, Article 8(1) of the 「framework act on education」 stipulates that compulsory education shall be elementary education for six years and secondary education for three years, and Article 8(2) prescribes that every citizen shall have a right to receive the compulsory education referred to in paragraph (1). In case of studying abroad at an early age, there is a central question of whether we can equate the "studying abroad" with "elementary education for six years" or "secondary education for three years" corresponding to compulsory education in Korea. We need to search for answer to this question to secure value for constitutional ideas with regard to compulsory education. My main point in this article is that reorganization plan concerning Article 5 of the 「executive order concerning studying overseas」should be prepared in the direction of minimizing conflict between Constitution, 「framework act on education」, 「elementary and secondary education act」 and 「child welfare act」. This article discusses the theoretical backgrounds, present situations related laws, comparative legal approach concerning studying abroad, and proffers an alternative to a preparation plan for the「executive order concerning studying overseas」.

외국인 유학생의 심리적 요인과 사회적 지지요인이 유학만족에 미치는 영향에 관한 연구 -한⋅중 양국 유학생의 유학환경적응(매개효과)을 중심으로=

양쥐엔,박상수,왕레이,저우잉 한중사회과학학회 2019 한중사회과학연구 Vol.17 No.2

In order to improve the psychological factors and societal assistances having an effect on the Satisfaction of Studying Abroad, this research is focused on verifying to assess the satisfaction levels of the students as followed. First, in case of Chinese students studying abroad in Korea, the cognitions for discrimination and ethnocentrism have shown negative results. on the contrary to this, the social supportive factors have shown positive result impinging their interpersonal adaptation. The mediated effect on conformity to studying-abroad environment, especially Life-in-general adaptation has shown significant sobel-test result. Second, The likeability for Korean in Chinese students studying in Korea has shown much lower than Korean students studying in China particularly comparing with Pre and Post studying-abroad counter country. It’s meaning while the Korean students studying in China have improved their emotion for “Pro-China”, the Chinese students studying in China have proceeded in a wrong direction for “Anti-Korea”. Third, According to the ANOVA analysis for residental districts’ satisfaction such as BeiJing, Seoul and other cities, unlike the Korean students’ assessment biased and slanted by Beijing, the Chinese students in Korea for the evaluation-support, material-support, Life-in-general adaptation and the satisfaction for studying-abroad have shown much higher than Koreans’. so, It could mean that the living and education environment between metropolitan and sub-cities in Korea has been much standardized.

A Critical Review of Research on Language Learning Abroad: Its Themes and Methods

Yoonhee Choe 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.1

This study investigates how the previous research on study abroad has developed over the past two decades. Reflecting the predominant interest in second language acquisition, the previous research on study abroad has focused on what is acquired by the learners. However, the focus has recently expanded from language acquisition to identity and language socialization in study abroad. Despite the assumption that study abroad experiences can lead to second language development, the results of previous research have not been consistently positive. These inconsistent results are attributed to various critical factors that affect achievement outcomes. Furthermore, some outcome measurement instruments were not reliable and had several problems. Therefore, this study reviews previous research on language learning abroad, by analyzing the research themes, methods, measurement instruments, and findings. Five main themes emerged are: (I) research on language acquisition in study abroad; (2) research on measurements of language gains in study abroad; (3) research on grammatical and pragmatic competence in language learning abroad; (4) research on the communicative settings in language learning abroad; and (5) research on identity and language socialization in study abroad. Results of the critical review provide some pedagogical and methodological implications for further research on Korean learners of English studying abroad.

Korean College Students’ Responses on Study Abroad

Hyeon-sook Kang 한국영어교육연구학회 2008 영어교육연구 Vol.- No.36

Going abroad to study English is a trend in Korea. The number of people studying abroad from kindergarten children to adults is steadily growing. This study examined Korean college students' ideas and expectations about studying abroad. Three hundred thirty college freshmen participated in this study. The focuses are three-fold: if and why Korean college students want to improve their English, if they want to study English abroad, and what they expect from study abroad. The results showed that they want to improve English to get high test scores in proficiency tests and to get a good job. Also, they want to speak with other English speaking people. The vast majority, 72 percent of the subjects wanted to study abroad. What they expect most from studying abroad is to learn about another culture not to get the better test scores. They hope to increase speaking ability from studying abroad experience not to gain higher test scores. Some pedagogical suggestions were made based on the results of the study.

A Critical Review of Research on Language Learning Abroad: Its Themes and Methods

최윤희 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.1

This study investigates how the previous research on study abroad has developed over the past two decades. Reflecting the predominant interest in second language acquisition, the previous research on study abroad has focused on what is acquired by the learners. However, the focus has recently expanded from language acquisition to identity and language socialization in study abroad. Despite the assumption that study abroad experiences can lead to second language development, the results of previous research have not been consistently positive. These inconsistent results are attributed to various critical factors that affect achievement outcomes. Furthermore, some outcome measurement instruments were not reliable and had several problems. Therefore, this study reviews previous research on language learning abroad, by analyzing the research themes, methods, measurement instruments, and findings. Five main themes emerged are: (1) research on language acquisition in study abroad; (2) research on measurements of language gains in study abroad; (3) research on grammatical and pragmatic competence in language learning abroad; (4) research on the communicative settings in language learning abroad; and (5) research on identity and language socialization in study abroad. Results of the critical review provide some pedagogical and methodological implications for further research on Korean learners of English studying abroad.

청소년들은 어떻게 조기유학을 결정하게 되는가? -미국 소도시 유학생들의 사례

조혜영,최원기,이경상,Nancy Abelmann 한국청소년학회 2007 청소년학연구 Vol.14 No.4

This study attempts to explore the youth decision-making processes of study-abroad. Especially, I focus on the micro dimension of decision making and consider youth as agents who choose and decide to study abroad by themselves. Most studies have paid attention to parents-centered decision making and influential factors on macro level. In this study, In-depth interviews were conducted with youths studying abroad and some parents of them. I take up the push and pull factors, and transnational experiences as socio-cultural capital, which significantly influence the decision-making processes for study-abroad. For the push factor, negative experiences in the schools and educational situation of Korea were highlighted. For the pull factor, it was expected that education in English speaking countries would be advantage for the future career choice. In addition, it is important to consider socio-cultural capital as transnational experiences and network including oversea tour, staying abroad, study-trip, U.S. citizenship, and existence of relatives, which intervene into their decision making process. As the society goes toward more global and people have more transnational experiences, more educational choices are expected to go beyond the national boundary. On this condition, we need a more relative policy reflecting today's reality rather than regulation centered approach. 본 연구는 조기유학 청소년들을 대상으로 이들이 조기유학을 결정하는 과정에 개입하는 요인들에 대해 알아보고자 하였다. 특히 조기유학 결정과정의 미시적 차원을 살펴보고자 하였으며, 의사 결정과정에서 유학 당사자인 청소년 자녀의 결정 및 선택과정에 초점을 맞추고자 하였다. 조기유학 선택에 대한 논의는 부모중심의 의사결정과 거시적 차원의 변수에 주로 초점이 맞추어져 있었다. 이를 위해 조기유학생 및 그 부모들을 대상으로 심층면담을 수행하였다. 청소년의 조기유학 결정과정을 배출요인과 유인요인, 초국적 경험과 관련된 사회문화적 자본 동원과 관련시켜 살펴보았다. 한국교육상황과 관련된 배출요인 및 미국교육을 통한 유인요인 등이 조기유학 결정과정에 개입하는 중요한 요인이지만, 이들과 함께 결정적인 역할을 하는 것은 초국적 경험과 결부된 사회·문화적 자본이라고 할 수 있었다. 해외체류, 여행, 연수, 미국 시민권 보유, 현지의 지인 거주 등 초국적 경험과 결부된 사회문화적 자본이 결정과정에 중요하게 개입하고 있음을 알 수 있었다. 향후 글로벌화가 가속화되고 초국적 경험이 증가함에 따라 국경을 넘는 교육적 선택도 증가할 것이라고 전망된다. 이러한 상황에서 규제 일변도의 정책보다는 보다 현실성 있는 정책 대안 모색이 시급하다.

중국인 유학생의 한국에 대한 인식 변화에 관한 연구: 경제적, 문화적 요인을 중심으로

홍기석,홍정륜 중국지역학회 2022 중국지역연구 Vol.9 No.4

This paper examines how economic and cultural factors affect the increase and decrease of Chinese students in the future, and what countermeasures are necessary. The results showed that main purpose of studying in Korea for Chinese students was to get a job. In particular, the intention to work for a Korean company in China was higher than that for a job in Korea both before and after studying abroad. However, the perception of future expansion of Korean companies' investment in China was lower after studying abroad than before. It can be said that the economic incentive for Chinese international students to decide to study in Korea is gradually weakening. In addition, Chinese students' perception of Korea is changing positively through cultural factors while studying abroad. However, in the prospect of expanding cultural exchanges between Korea and China in the future, after studying abroad was lower than before studying abroad. It can be seen that China's restrictions on Korean culture and distorted perceptions of Korean culture have a negative impact. In order to attract Chinese students in the future, the Korean government and universities will have to work together. First of all, it will be necessary to actively promote to China that the COVID-19 situation has improved considerably. Second, considering that an economic factor is the biggest factor of studying abroad in Korea, it is necessary to actively provide information related to the employment or internship of Chinese international students. Third, the two governments of Korea and China should make joint efforts to expand pop culture exchanges. Fourth, it is necessary to review the existing policies for Chinese international students in preparation for attracting Chinese international students. Finally, Korean universities should not only increase the number of Chinese students in quantity but also seek ways to attract excellent Chinese students. 본 논문은 중국인 유학생의 유학 동기를 바탕으로 경제적 요인과 문화적 요인이 향후 중국인 유학생 증감에 어떤 영향을 미칠 것이며, 어떤 대응방안이 필요한지에 대한 살펴보고자 한다. 설문 분석 결과 중국인 유학생의 주된 한국유학 목적은 취업으로 한국내 취업 보다는 재중한국기업 취업의향이 유학 전과 유학 후 모두 높게 나타났다. 그러나 향후 한국기업의 대중국투자확대에 대한 인식은 유학 후가 낮게 나타났다. 경제적 요인으로 인해 중국인 유학생이 한국 유학을 결정할 유인이 점차 약화되고 있다고 할 수 있다. 또한 중국인 유학생은 유학을 하면서 문화적 요인을 통해 한국에 대한 인식이 긍정적으로 변화되고 있음을 확인할 수 있었다. 그러나 향후 한중문화교류 확대전망에서는 유학 후가 낮게 나타났는데 이는 중국의 한국 대중문화에 대한 제한 조치와 한국문화에 대한 왜곡된 인식이 부정적인 영향을 미치는 것으로 볼 수 있다. 향후 중국인 유학생을 유치하기 위해서는 한국 정부와 대학들이 협력하여 노력해야 할 것이다. 우선 단기적으로 중국인 유학생 급감 요인으로 작용한 코로나19 상황이 크게 호전되었음을 중국에 적극적으로 홍보할 필요가 있을 것이다. 둘째, 경제적 요인이 한국 유학의 가장 큰 요인인 점을 감안하여 중국인 유학생의 취업이나 인턴십에 관련된 정보를 적극적으로 제공할 필요가 있다. 셋째, 한중 양국 정부가 대중문화 교류의 확대를 위해 공동으로 노력해야 할 것이다. 넷째, 중국인 유학생 유치를 대비하여 기존 중국인 유학생에 대한 정책을 재검토해볼 필요가 있다. 마지막으로 한국 대학들은 양적으로 중국인 유학생을 늘릴 뿐만 아니라 우수한 중국인 유학생을 늘리는 방법을 모색해야 한다.