How Indian and Chinese students' study abroad choices differ

Subject choices reveal different ambitions

The most visible subject difference is in Engineering and Technology. In 2026, 17% of Indian students expressed interest in the field, compared with 8% of Chinese students. Although Indian interest has fallen from 24% in 2022, it remains one of the clearest areas where Indian demand is stronger. Computing tells a similar story, with 12% of Indian students and 11% of Chinese students selected it in 2026, suggesting continued technology interest in both markets despite a decline among Indian respondents since 2022.

India also shows stronger interest in health-related subjects. Subjects allied to Medicine attracted 9% of Indian students and 4% of Chinese students, while Medicine and Dentistry stood at 6% for India and 3% for China. This points to an Indian market where professional, technical and health pathways remain especially salient, even as some traditional STEM demand appears to be softening.

Chinese students, by contrast, show stronger interest in creative and communications-led disciplines. Creative Arts and Design attracted 10% of Chinese students in 2026, compared with 4% of Indian students, while Communications and Media attracted 6% of Chinese students and only 1% of Indian students. Humanities and Liberal Arts also showed a wider Chinese preference, at 5% compared with 1% for India.

Destination decisions are shaped by different forms of value

Indian students are more likely to emphasise practical and relational forms of value. Nearly half say a destination’s ability to help them build a network of connections matters, at 46%, compared with 26% of Chinese students. Indian respondents are also more likely to prioritise affordability: 32% say an affordable cost of living is important, compared with 21% of Chinese students. The appeal of a destination’s reputation as a place to study is also higher among Indian students, at 48% versus 39%.

Chinese students place greater emphasis on the total study experience and academic environment. They are more likely to value culture and lifestyle appeal, at 49% compared with 38% for India, and language improvement, at 34% compared with 18%. They are also more likely to prioritise high quality teaching, at 65% compared with 57%, and graduate employment options, at 48% compared with 41%.

These differences highlight the importance of tailored messaging per market.  

Research behaviour shows where influence is concentrated

The largest behavioural gap is in social media. In 2026, 61% of Chinese students used social media channels to research study options, compared with 37% of Indian students. Chinese students were also more likely to rely on family and friends, at 39% compared with 25%, and on alumni discussions, at 37% compared with 28%. This points to a decision journey shaped heavily by peer influence, social validation and trusted personal networks.

Indian students are more likely to use direct, searchable and institution-led sources. General online search is used by 56% of Indian respondents, compared with 35% of Chinese respondents. Institution information sessions and university fairs also matter more for India, at 39% compared with 20%. Non-institution higher education websites are used by 17% of Indian students and 11% of Chinese students.

Rankings remain highly influential in both markets, but especially in China, where 65% of students use rankings in their research, compared with 54% of Indian students. For universities, this means rankings should not sit separately from recruitment marketing. They can act as a trust signal, particularly when combined with evidence of teaching quality, employability and student experience.

What this means for university marketing

The data suggests universities should avoid treating Indian and Chinese students as interchangeable audiences. Indian students may respond more strongly to messages that connect study with future networks, affordability, reputation and clear professional progression. Chinese students may respond more strongly to messages that combine academic quality, lifestyle, language development, social proof and trusted peer voices.

Three ways to tailor marketing

1. Build separate message pillars for each market

For India, lead with career networks, affordability, reputation and professional subject pathways, especially in engineering, computing and health-related areas. For China, foreground teaching quality, rankings, graduate outcomes, culture, language development and creative or communications-related opportunities. Translate the same institutional strengths into the value language each audience uses.

2. Match channel strategy to research behaviour

In India, make sure high-intent search content, comparison pages, webinars, information sessions and fairs are easy to find and clearly linked to outcomes. In China, invest more heavily in social-first storytelling, alumni advocacy, peer-led content and shareable proof points. Rankings and quality signals should be visible across both approaches, but the route to trust will differ.

3. Turn proof points into audience-specific assets

Use the same evidence base in different ways. For Indian students, package employability, alumni networks, industry connections, cost-of-living support and scholarship information into practical decision tools. For Chinese students, turn teaching quality, student experience, rankings performance, lifestyle content and alumni stories into social, visual and community-led assets. This makes marketing feel more relevant without fragmenting the institution’s overall positioning.