[Big read] Why Malaysian youths are choosing mainland China over Taiwan for degrees

For several generations of many Malaysian Chinese families, a yellowing Taiwan university graduation photo hanging in the living room has been the clearest signpost of upward mobility and progress. But the winds of change are rising as geopolitics an d a resculpting of the regional education landscape cause the number of Malaysian students pursuing higher education in Taiwan to dip below 10,000. 

China as a higher education hub for Malaysians

Mainland China has emerged as a preferred destination for the current generation of Malaysian students to carve out their future. This northwards shift is driven by a raft of practical benefits ranging from generous sponsorships to world-class schools, and higher employability as Chinese companies target the Southeast Asian market. The data clearly reflects this reconfiguration of tertiary education pathways.

Figures from Taiwan’s Ministry of Education indicate that for a long period of time, Malaysia was the largest source of foreign students for its tertiary education institutions. In 2017, the number of Malaysian students studying there exceeded 17,000 before falling over consecutive years; in 2024, the number dropped to 9,686, hitting below 10,000 for the first time in nearly a decade.

In stark contrast, mainland China universities have become increasingly popular with Malaysian students.

Statistics from Malaysia’s Ministry of Higher Education (MOHE) show that back in 1999, only 454 Malaysian students were studying in China, by 2010, the number had risen to 3,885. The 2011 agreement between China and Malaysia to recognise each other’s higher education qualifications is a crucial turning point as the number of Malaysians studying in China surpassed 6,000 in 2012 and growth accelerated over the next few years.

During the Covid-19 pandemic, China’s strict border controls resulted in many foreign students having to complete their studies online. This led to fluctuations in official figures for those years, making it difficult to ascertain the actual trend using data alone. Nonetheless, Malaysian member of parliament Tan Kok Wai told local media in July 2025 that more than 12,000 Malaysians were studying in mainland China universities.

It is worth noting that the official figures from Malaysia and China on this can differ. While China usually includes students enrolled in language classes and short-term training into its numbers, Malaysia mainly focuses on students enrolled in tertiary degree programmes, resulting in numerical discrepancies for certain years. 

According to the United Chinese School Committees’ Association of Malaysia (Dong Zong) Student Affairs Department, for the cohort of Chinese independent high school students that graduated in 2010, 8% of those who went overseas to study chose mainland China; by 2018, the proportion rose to 35%, placing mainland China among the main destinations for overseas studies. In the post-pandemic year of 2023, this proportion held steady at 33%.  

While some observers attributed the surge of interest in an overseas education in China to the Belt Road Initiative (BRI) launched in 2013, a 2022 report published by ISEAS – Yusof Ishak Institute pointed to the 2011 mutual recognition of university degrees by both countries as the real turning point that encouraged more Malaysians to study in China.  

Professor Zhuang Guotu, an expert on overseas Chinese issues at the Xiamen University School of International Relations, told Lianhe Zaobao (LHZB) that the trend of Malaysian students studying in China preceded the BRI. The main reasons for its growth include China’s economic and technological development, the rising international reputation of its tertiary education institutions, and more employment opportunities created through stronger economic and trade links between China and ASEAN.

Low tuition and generous scholarships

Beyond the mutual recognition of academic qualifications, the cost of overseas studies is another practical consideration for parents. 

Many Malaysian students and study agencies cited the cheaper tuition in mainland China universities and the broad coverage of scholarship awards as key financial considerations for studying there. In fact, a considerable number of such students are able to complete their studies in China with “nearly zero financial burden”. 

Goh Qiao Ying who is studying at the Renmin University of China told LHZB that given her family’s financial situation, it would have been very challenging for her to study abroad if not for the Chinese government scholarship she received. The award not only greatly reduced the financial burden on her family, but also gave her the impetus to convince her parents to let her go abroad. 

For Chow Eng Tong who graduated six years ago, her excellent results unexpectedly earned her a scholarship when she applied to mainland China universities.

Chow had applied to Renmin University of China, Sun Yat-sen University and Zhejiang University, but did not think much about scholarship awards. However, when she received her admission offer, she was also awarded a Chinese government scholarship for foreign students. As Chow’s family was able to afford the cost, the award was more of a bonus instead of a critical reason for deciding to head to China.

Soo Yeow Guan, vice-president of the Malaysian Association of Graduates from Universities and Colleges of China, told LHZB that mainland China universities offer a myriad of scholarships. At some top-tier universities, scholarship coverage for outstanding overseas Chinese students can be as high as 50%. For many parents, the cost of sending their children to study in mainland China is even lower than at some private universities in Malaysia.  

For example, annual tuition to study medicine at Shanghai Jiao Tong University is around 29,000 RMB (US$4,300) as compared with between 55,000 ringgit (US$13,800) to 134,500 ringgit for private medical schools in Malaysia.

Higher international rankings and research achievements

As mainland China universities continue to climb the international rankings, students and parents are changing their perceptions of them.

In the 2026 Times Higher Education World University Ranking, seven mainland China universities made it to the top 100, up from three in 2020. Tsinghua University remains at 12th place, while Peking University has risen to 13th.

For Goh Qiao Ying, while not much separates academic qualifications between mainland China and Taiwan universities, the teaching styles and learning environments differ. While the atmosphere in Taiwan universities is freer and less restrictive, learning occurs at a more intensive pace and is more rigorous in mainland China schools.  

“As compared with a freer environment, I prefer one that is more rigorous and conducive for learning,” she shared.

Phoon Wing Keong, a Malaysian political scientist, shared with LHZB his observation that the learning environment in mainland China universities is becoming more attractive to graduates of Chinese schools in Malaysia not only due to China’s projection of soft power through exports of showbiz and technological goods in recent years, but primarily due to its ascent as a great power and its accompanying “great-power aura”. 

Phoon also highlighted the varying attainments of different academic disciplines in mainland China universities. For instance, while disciplines such as science and engineering, technology, finance, and the arts have become more competitive, have better hardware, and offer a more global outlook, the humanities and social sciences are still somewhat affected by the existing institutional framework. 

Gan Tian Loo, vice-chairman of Association of Malaysia-China Interaction (AMCI), told LHZB that technological breakthroughs achieved by China in aerospace, artificial intelligence, 5G communications and new energy also influenced where Malaysian students pursue tertiary education. China’s scientific research and innovation capabilities provide students with front-row seats to and opportunities to participate in cutting-edge scientific research.

Proactive recruitment and leveraging alumni networks

By enhancing their campus recruitment networks, mainland China universities are also reshaping how Malaysian students gain information on studying abroad, helping these schools attract excellent candidates with high cultural compatibility. 

Dong Zong’s student affairs department noted that mainland China universities have noticeably stepped up their recruitment efforts in Malaysia over the last few years. Through alumni associations, higher education fairs, and setting up centres for cooperation, these schools are broadening their outreach and helping students and parents learn more about them. Some colleges go a step further by collaborating with Dong Zong to lower application thresholds through incentives such as application fee waivers. 

Beyond such initiatives, these universities also stand to benefit from embedded influences. Dong Zong’s student affairs department added that as more graduates from these schools return to teach in local secondary schools, the teachers’ personal experiences become the most direct and credible reference points for students.

Chinese qualifications a job-hunting advantage

As Chinese companies invest more in Malaysia amid the global supply chain restructuring, Malaysians with Chinese tertiary qualifications are starting to reap the benefits.

Chow Eng Tong who is employed by Huawei at its Malaysian branch office said that studying overseas in China made it easier for her to assimilate into the corporate culture of Chinese multinational companies. She also shared that these companies prefer to scout for suitable hires through alumni networks.

She said, “My bosses will sometimes get me to recommend graduates who studied overseas in China to come for job interviews as they tend to have a better understanding of Chinese culture and are more proficient in Chinese, enabling them to adapt quicker to our work culture and communication styles.” 

AMCI’s Gan pointed out that as Chinese companies continue to make supply chain investments in Malaysia, studying in China enables Malaysian students to both network and secure jobs in advance.

How did Taiwan universities lose their appeal to Malaysians?

Rather than a sudden drop in teaching quality, the main reason for the declining appeal of Taiwanese tertiary education in Malaysia is an erosion of Taiwan’s first-mover advantage in Chinese-medium tertiary studies as more higher education options become available globally.

Taiwan became an overseas education destination of choice for graduates of Malaysia’s Chinese independent high schools not simply due to its long-held advantage in tertiary education, but more importantly because it moved early to set up an academic progression pathway that is institutionally viable and which offers information transparency. This is also closely related to the long-standing historical and political obstacle of the federal government in Malaysia not giving official recognition to the Unified Examination Certificate (UEC) that Chinese independent high school students graduate with.  

The UEC system started in 1975. Even though it set the academic standards for Chinese education in Malaysia, graduates of Chinese independent high schools continue to face challenges in gaining admission into local public universities. Consequently, many of them chose to continue their tertiary education overseas or at local private schools. 

In the early years, these Chinese independent high schools tended to model themselves after the Taiwan education system, and Taiwan universities were among the first to officially recognise the UEC. Furthermore, a highly similar medium of instruction together with the long-term support of overseas student associations and alumni networks in providing information and assistance combined to make Taiwan the main overseas education destination for Chinese independent high school graduates from very early on. 

However, Taiwan’s advantage has declined over the years. Some Chinese independent high schools implemented a “dual-track system” for their students to earn both a UEC and government education certificate, to facilitate entry into local public universities. At the same time, the Malaysian government’s decision to liberalise the country’s private education market in the 1990s allowed a variety of private colleges to sprout up and provide diverse higher education options, diminishing Taiwan’s position as the top choice for graduates of Chinese independent high schools. 

Professor Sandra Ma from National Chengchi University (NCCU) Department of Sociology told LHZB that changes to the number of Malaysian students studying in Taiwan reflect structural trends of intensifying competition in the international higher education market. As mainland China provides more tertiary education opportunities and scholarships for foreigners, Taiwan is no longer the only option for Malaysian youths who wish to earn a first degree or pursue postgraduate studies with Chinese as the language of instruction. At the same time, universities in Japan, South Korea, Singapore, and even Europe and the US are actively courting Malaysian students, further eroding Taiwan’s share. 

Malaysian Toh Jin Xuan who works in the media industry has lived in Taiwan for more than 15 years after studying there. He feels that the number of Malaysian students studying in Taiwan falling below 10,000 is a structural rebalancing rather than an abnormal decline.  

He explained that the number of Malaysian students studying in Taiwan only surpassed 10,000 for a short span after 2013. The current count of around 9,000 is closer to the average in the early 2010s. To Toh, the main reason for the slide in the last few years is not that the domestic environment in Taiwan has deteriorated, but due to changes in the external environment, such as mainland China becoming much more attractive to Malaysian students as it continues its ascent as a great power.

Taiwan universities’ disconnect in social media era

The algorithm-driven social media era has rapidly ended the exclusivity of information on studying in Taiwan, which used to be only available through alumni associations and community groups. 

Low Choon Chyuan, 32-year-old master’s student at National Taiwan University, told LHZB that he chose to study in Taiwan because many of his friends were enrolled in postgraduate programmes there. “I virtually did not come across any information on studying for a master’s degree in mainland China,” he said.

In contrast, 21-year-old Goh Qiao Ying is a typical digital native. During her high school days, she came across content on Chinese culture and studying overseas in China on social media platforms such as Xiaohongshu.

Chew Ru Xuan, a master’s student at NCCU, is researching the motivations of Malaysian students studying in Taiwan. She shared with LHZB her observation that Taiwan’s tertiary education is no longer as attractive because of its disconnect with emerging social media platforms and narrow focus on recruiting ethnic Chinese students all this while.

She said, “In their marketing content, mainland Chinese, European and American universities focus on their magnificent campuses and modern facilities to draw the attention of recent high school graduates. For political reasons, Taiwan universities are unable to use Xiaohongshu or TikTok, but Malaysian youths use these channels to gather information. Taiwan needs to consider how it can reach out to this target group.” 

Studying locally for overseas degrees

After the Covid-19 pandemic, a desire to stay home together with the rapid development of the private tertiary education sector in Malaysia have reduced the prospective number of Malaysian students heading overseas. 

Dong Zong’s student affairs department shared that each year, around 85% of Chinese independent high school graduates pursue further studies. Prior to the Covid-19 pandemic, around 60% of them would remain in Malaysia to do so, with the remaining 40% headed overseas. During the pandemic, the proportion that stayed home rose to around 70%, while that which headed abroad fell to 30%. Even though the number of those heading for overseas studies each year has rebounded in recent times, the overall scale is still below pre-pandemic levels.

Soo Yeow Guan also noticed that after the pandemic, some students prefer to remain in familiar surroundings instead of considering overseas studies.

Figures from Malaysia’s MOHE show that enrolment in the country’s private higher education institutions increased from around 455,000 in 2012 to an estimated 867,000 in 2025, accounting for 53% of tertiary students nationwide and surpassing enrolment numbers in its public universities for the first time.  

This luxury of “staying home” comes from the increasingly comprehensive international education opportunities in Malaysia. As various transnational twinning programmes become more common and internationally renowned schools such as Australia’s Monash University and the UK’s University of Nottingham establish branch campuses in Malaysia, Malaysian students no longer need to pay a premium and bear with the hardship of living in a foreign land to earn degrees from overseas institutions. Receiving an overseas education at home has become a realistic choice. 

Changing student demographics

The declining proportion of ethnic Chinese in Malaysia’s population translates to a smaller potential supply of students going to Taiwan for further studies. Dong Zong’s student affairs department noted that in recent years, the number of non-Chinese students enrolled in Chinese independent high schools has continued to rise, resulting in a more diverse student population. The common consensus is that Taiwan universities need to target these non-Chinese students as well to maintain their intake of Malaysian students. 

In this regard, the Federation of Alumni Associations of Taiwan Universities Malaysia has submitted numerous suggestions to Taiwan’s Ministry of Education. They include enhancing the overall visibility of Taiwanese education in Malaysia, increasing the flexibility of admitting adult learners, improving course credit-mapping and twinning programmes, and optimising Test of Chinese as a Foreign Language (TOCFL) requirements and the Joint Distribution Application track (which allows applicants to jointly apply across several universities) to make university admission more flexible and attractive.      

From a long-term perspective, the changing higher education pathways of Malaysian students essentially reflect a restructuring of the regional education market. If the tertiary education sectors in mainland China and Taiwan can forge a healthy rivalry, Malaysian students will ultimately benefit from having more options to choose from for their further studies. At the same time, the overall appeal of the region’s higher education sector will also increase.

This article was first published in Lianhe Zaobao as “马国学子罗盘指向新锚点 零零后掀大陆拎包升学热”.

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