Exploring Determinants of International Students’ Satisfaction and Destination Choice: A Study of South Korea’s Higher Education Landscape

Abstract

As South Korea positions itself as a competitive global education hub, understanding the determinants that attract and satisfy international students is critical. This study investigates the factors influencing the selection of South Korea as a higher education destination and examines the key predictors of international students’ satisfaction with their academic and social experiences within an integrated analytical framework that links destination choice and post-enrollment satisfaction. The study addresses two research questions: (1) What factors predict international students’ selection of South Korea as a higher education destination? and (2) What factors predict international students’ satisfaction in South Korea (academic and social experience)? Drawing on a quantitative, cross-sectional design, the study surveyed 231 international students across various South Korean higher education institutions. Key destination choice factors included safety, quality of education, scholarship availability, and cultural interest. Data were analyzed using SPSS version 29, with one-way ANOVA and binary logistic regression as the primary statistical methods. The ANOVA results indicate that these factors reflect primarily structural and institutional drivers of student mobility. Satisfaction predictors were assessed through logistic regression analysis, revealing that quality of education, facilities and resources, research opportunities, support services, cultural engagement, and exploration of Korea significantly influenced overall student satisfaction. Safety and living conditions emerged as the most influential reasons for destination choice, while language barriers and geographic proximity were less critical at the aggregate level, although variability across student groups suggests differential experiences. The study underscores the importance of tailored institutional support, culturally inclusive strategies, and expanded academic opportunities to enhance student satisfaction and retention, and highlights the divergence between factors that attract students and those that sustain their satisfaction. The findings offer evidence-based recommendations for policymakers and educational leaders aiming to strengthen South Korea’s global education appeal while addressing diverse international student needs. This research contributes to the broader discourse on international student mobility by highlighting the interplay between destination appeal and student satisfaction in a non-traditional host country and by addressing a gap in the literature where these two dimensions are often examined separately.

1. Introduction

Background

South Korea’s declining birth rate has substantially reduced domestic student enrollment, creating a structural challenge for universities that have historically depended on domestic intake [1,2]. Recruiting international students has emerged as a central policy response to sustain institutional capacity and preserve the country’s human capital base. This demographic challenge has prompted policymakers and universities to increasingly view international student mobility not only as a strategy for sustaining institutional enrollment but also as part of a broader transformation in higher education systems shaped by globalization, internationalization policies, and competition for talent. To support this agenda, the government has established dedicated international student support programs, contributing to sustained enrollment growth. International student numbers rose from 16,832 in 2004 to 208,842 in 2024 [3], and in 2023 the government set a target of 300,000 students by 2027 [3]. These developments illustrate how international student recruitment has become a central element of national higher education planning and institutional sustainability strategies in Korea.

This growth reflects a broader shift in global student mobility. As regulatory barriers tighten in traditional destinations such as the US, Canada, the UK, and Australia, students are increasingly considering alternatives that offer comparable quality [4]. Known for its technological innovation, distinctive cultural heritage, and rapid economic development, Korea has increasingly positioned itself as a competitive global education destination. In this context, understanding the experiences of international students in Korea is increasingly important for both policymakers and scholars studying global higher education systems. As international student mobility diversifies beyond traditional Western destinations, emerging host countries such as Korea provide an important setting for examining how institutional characteristics, national policies, and student expectations interact to shape educational experiences.

As Korea’s international student population continues to expand, monitoring student satisfaction becomes increasingly important. Key destination choice factors—including educational quality, scholarship availability, cultural interest, personal safety, career prospects, and cost of living—require periodic empirical reassessment to determine whether they align with students’ actual experiences after enrollment. Although international student mobility has been widely studied, much of the existing literature has focused on traditional host countries such as the United States, the United Kingdom, Canada, and Australia. As a result, comparatively fewer empirical studies have examined the determinants of destination choice and student satisfaction in emerging destinations such as South Korea. To date, empirical studies on international student satisfaction in Korea remain limited [5]. Prior work has also tended to overlook key pull factors such as career opportunities and personal safety—areas in which Korea holds comparative advantages. Given the rapid growth and diversification of international student populations in Korea over the past decade, there is a need for updated empirical evidence examining the factors that influence students’ choice of Korea as a study destination and their subsequent satisfaction with their academic and social experiences.

This study examines the factors attracting international students to Korea alongside their post-enrollment satisfaction, focusing specifically on degree-seeking students rather than exchange or short-term participants. Focusing on regular degree-seeking students allows for a clearer assessment of the experiences of those whose educational trajectories are more directly embedded within the Korean higher education system. The study explores satisfaction by examining how pre-enrollment expectations correspond with students’ academic and social experiences, identifying which factors most strongly influence overall outcomes. By examining both the factors influencing destination choice and those associated with student satisfaction, the study contributes to the growing body of research on international student mobility and educational experiences in non-traditional host countries. The findings illuminate Korea’s positioning as an emerging education destination and offer comparative insights relevant to other non-traditional host contexts. In addition to informing institutional strategies and policy discussions in Korea, the findings may also contribute to broader scholarly debates on the diversification of global study destinations and the evolving geography of international higher education. In particular, this study is motivated by the following research questions:

• What factors predict international students’ selection of South Korea as a higher education destination?
• What factors predict international students’ satisfaction in South Korea (academic and social experience)?

2. Literature Review

2.1. Trends of International Student Education in Korea

Internationalization is now an acceptable trend in every sector, including higher education. Within higher education research, internationalization generally refers to the integration of international, intercultural, and global dimensions into the purpose, functions, and delivery of postsecondary education. The internationalization of higher education creates cross-cultural competence, which has become an invaluable skill employers seek in the workplace [6]. Students with this experience have wider access to the global labor market since they can easily adapt to the workforce outside their cultural origin. Furthermore, building more inclusive and prosperous communities will require future leaders with knowledge, skills, and cultural understanding that transcends the borders of this interconnected world [7]. Consequently, international student mobility has become a central component of global higher education systems, influencing institutional strategies, national education policies, and the competitive positioning of universities worldwide.

As the demand for higher education continues to increase, especially among developed nations, developing nations have continued to experience increased exit of their local students to destinations known for quality education, human capital need, and other competitive advantages such as language of learning, good facility, quality faculties, unique offerings, high demand majors, safety and security, affordable tuition and friendly international education policies while offering a career opportunity. Studies on international student mobility often explain these flows through a combination of “push” and “pull” factors. Push factors typically include limited educational opportunities or economic conditions in home countries, while pull factors relate to the perceived attractiveness of host countries, including institutional quality, financial incentives, safety, cultural environment, and employment prospects. These dynamics have traditionally benefited major host countries such as the United States, the United Kingdom, Canada, and Australia, which have long dominated the global international education market.

Over the years, the Korean government has strategically improved the chances of attracting more international students through several policies and programs. Between 2023 and 2024, international student enrollment grew by over 14% [3], which was higher than the growth rates in the US (7%) [7], France (4.5%) [8], and Germany (2.4%) [9]. Such growth is a great development for a non-traditional study-abroad destination like Korea. This rapid expansion reflects a broader trend in which emerging higher education systems increasingly compete for international students by expanding English-medium instruction, improving student support services, and developing policies aimed at attracting global talent. There are several reports on the increase in enrollment in non-traditional international education destinations such as the Middle East, Europe, and Asia [4,5,10,11]. The growing diversification of host countries suggests that international students are increasingly evaluating a wider range of study destinations rather than relying solely on traditional Western education hubs. Some contributing factors to Korea’s international student enrollment growth could be improved immigration policies, scholarship opportunities, economic and cultural boom, widespread diplomatic interaction and contribution, and a good global image. These factors collectively position Korea as a rising actor within the global higher education landscape, making it important to examine the mechanisms through which the country attracts and supports international students.

2.2. Factors That Attract International Students to Korea

In 2009, through the Ministry of Justice, the Korean government introduced the Korean Immigration and Integration Program, known as KIIP [12]. The main aim of KIIP is to improve the transition and integration process for foreigners in Korea, including international students graduating from Korean universities, offering them the necessary tools to adapt and be adopted smoothly into Korean society. Integration programs such as KIIP are significant because they address one of the central challenges faced by international students: the process of cultural, linguistic, and social adaptation within the host country. Research on international student experiences consistently emphasizes that integration policies and institutional support structures influence both students’ educational experiences and their long-term perceptions of the host country. This inclusive settlement program offers free language training, cultural support, and social integration assistance to foreigners, including international students. Through this free support program, foreigners are inundated with the necessary knowledge that helps them to transition with cultural skills for occupational careers [13]. This program offers a smoother and surer transitional pathway for foreigners from temporary residency into a permanent one and the opportunity for naturalization [12], giving lighter requirements to graduates from Korean Universities. Such pathways may also function as incentives that encourage international students to select Korea as a study destination because they provide potential opportunities for post-study employment and long-term residency.

Another impactful program contributing to international student enrollment growth is the Global Korea Scholarship (GKS). GKS is a merit-based, full-funding program for international students studying in Korea. Formally known as the Korean Government Scholarship Program (KGSP), the GKS is operated by the National Institute for International Education and Development (NIIED) under the Ministry of Education of the Republic of Korea. GKS, which started in 1967, offers international students from over 150 countries full scholarships at the bachelor, master, and doctorate levels. In 2024, the government invited about 2200 students through this program. As the name implies, it is a global scholarship that impacts the lives of many by offering them access to quality education without financial stress, allowing students more time for learning and participation in social and cultural activities. Students who graduate from Korean universities through this program are often offered easier requirements for long-term visas if they wish to work in Korea. GKS support has not only helped to improve the number and diversity of students in Korea but also alleviated the burden of support required by international students from their parents and home countries [14]. Financial incentives such as scholarships have consistently been identified in the literature as key determinants of international student mobility because they reduce financial barriers and expand access to higher education opportunities. In many cases, scholarship programs also function as instruments of educational diplomacy, strengthening international academic cooperation while simultaneously enhancing the global visibility of host countries.

Also contributing to the number of international students in Korea is the Korea International Cooperation Agency (KOICA). Founded in 1991 under the Ministry of Foreign Affairs, KOICA grants funds to key areas of development such as agriculture, education, rural development, health, governance, technology, the environment, and energy, making it one of the global scholarship programs. However, KOICA prioritizes education because it views it as the foundation for sustainable economic growth and good societal governance. KOICA scholarships are fully funded scholarships to graduate and postgraduate students, mostly from Africa, Asia Pacific, the Middle East, and Latin America, helping them to acquire specialized knowledge in their fields [15]. Unlike the GKS program, KOICA offers a pathway through which developing countries can access and benefit from Korean education. This kind of specialized scholarship empowers unique sectors of society that drive development through this peculiar scholarship program. Either way, GKS and KOICA programs are successful foreign diplomacy tools that have greatly influenced Korea’s perception and global identity, especially in the global education field. These scholarship initiatives therefore illustrate how higher education policy can intersect with international development strategies and foreign relations, shaping patterns of global student mobility.

Local universities in Korea are not left behind in the drive to boost the international student population. To sustain enrollment numbers and attract quality students, universities in Korea offer enrollment scholarships and continuing scholarships for tuition reduction to motivated students. This form of scholarship, sometimes measured by previous academic performance, language ability (Korean and English or both), journal publications, recommendations, and extracurricular activities, contributes to the international student enrollment pool in Korea. University professors also support local and international students who are motivated to study and work as research assistants in various areas of specialization, using research grants from the government, non-government organizations, and industries. Outstanding research professors in Korea, through this process, recruit numerous international students to mentor in research, teaching assistance, article publication, and student management during their study. This unique route also contributes to the number of international students in Korea [16]. Institutional support mechanisms such as scholarships, assistantships, and faculty mentorship therefore play an important role in shaping students’ academic experiences and opportunities within host universities.

Despite the various support initiatives by the government, most of the international students in Korea are self-sponsored. Though they could benefit from available support programs, their top motivation is not government support. They constituted over 90% of the enrollment in 2023 and 2024 (164,910 out of 181,842 enrollments in 2023 and 193,131 out of 208,962 enrollments in 2024) [2]. This group includes all categories of students (long-term, short-term, and trainees) from across the globe. It includes regular students, those studying abroad, those with dual degrees, exchanges, and those studying the Korean language. Self-sponsoring students’ reasons for choosing Korean higher education range from cultural, social, academic, economic, historical, and tourism [17]. The economic development, science and technology, manufacturing, and innovation environment in Korea have created a curiosity effect across the globe, strengthening the motivation for international students to study in Korea. Korean drama, music, food, and general lifestyle, known as K-culture, are fascinating to many youths across the globe. Exposure through social media and global entertainment streaming services like Netflix, YouTube, and others offers some motivation, attracting diverse interest and impacting the global community. Cultural attraction, often described as “soft power,” has increasingly been recognized as a factor influencing international students’ interest in particular study destinations. It is not unusual for many young students to decide to study in Korea because of their online exposure to Korean culture. Economic programs like the Saemaul Undong have attracted political and economic leaders to study in Korea and benchmark Korean establishments. With education as the backbone of Korea’s achievements, many countries and international organizations are open to training in Korea [18].

Another category of international students in Korea is students under international or inter-university agreements and memorandum of understanding (MOUs). These students are under the full or partial sponsorship of the national governments, government agencies or ministries, and other institutions, including universities. These nations and institutions trust the quality of Korean systems, including education standards, and are open to partnering and collaborating. Sometimes, it could be a special government or ministry program based on MOUs and ODAs. These students receive support for education in specific areas through MOUs between the country’s government or institution and the Korean government and institutions on behalf of the other country. The conditions and terms of agreement bind this class of students [19]. Sometimes, these classes of students are the best brains in the country, top workers, business executives, people with exceptional talents, or members of a particular agency or institution. The group includes exchange students, trainees studying abroad, language students, and other tailor-made programs. This pool is sometimes time-bound in their program and, therefore, has to leave when their program time is up [5]. Such partnerships highlight the role of international cooperation and academic exchange in facilitating student mobility while strengthening educational collaboration between countries.

2.3. Conceptual Framework and Research Gap

International student mobility research has been shaped predominantly by push–pull theory, which conceptualizes destination choice as a function of conditions in the home country that motivate departure and characteristics of the host country that attract students [20,21]. This framework has historically explained the concentration of international students in a small number of Anglophone destinations—the United States, the United Kingdom, Canada, and Australia—where institutional prestige [22], English-medium instruction, and post-study work pathways reinforced each other as powerful pull variables. However, as student flows have diversified toward non-traditional destinations in Asia, Europe, and the Middle East [4,10,11], the explanatory adequacy of push–pull theory in these contexts deserves closer scrutiny than it has typically received.

A critical limitation of the push–pull framework is that it was developed and validated predominantly within Anglophone host contexts, where language of instruction, immigration policy, and institutional recognition converge as mutually reinforcing pull factors. In emerging destinations such as South Korea, this convergence does not hold. Korean-medium instruction, a less internationally recognized credential system, and a linguistically and culturally distinct environment create a structurally different set of pull conditions. Research on non-traditional destinations suggests that safety, cultural appeal, and scholarship availability may carry greater explanatory weight in these contexts than institutional prestige alone [4,11], yet the theoretical frameworks used to study them have rarely been adapted accordingly. The uncritical application of pull factor models calibrated for traditional destinations risks misattributing the drivers of student mobility to Korea and producing findings that obscure what is genuinely distinctive about its appeal.

The destination choice literature also presents unresolved empirical tensions that warrant direct engagement rather than simple acknowledgement. While some studies identify academic reputation and institutional quality as the primary determinants of destination selection [21], others find that cultural appeal and lifestyle factors are equally or more influential, particularly among younger, globally networked student cohorts [6,20]. Financial incentives such as scholarships operate differently across student populations: for students from low-income countries, scholarship availability may be decisive; for students with established cultural interest in Korea, it may be secondary to social and experiential motivations [14]. Geographic proximity shows similarly inconsistent patterns—while physical distance has traditionally predicted reduced mobility, the global diffusion of Korean cultural content through streaming platforms and social media has generated demonstrable interest among students in geographically distant regions [17]. These inconsistencies reflect the context-dependence of destination choice, meaning that factor importance is conditioned by students’ national backgrounds, prior international exposure, and the specific institutional environment of the host country. For Korea, this implies that an appropriate pull factor model must be constructed empirically rather than assumed from the prior literature developed in different settings.

A distinct but related body of literature examines what sustains students’ satisfaction after enrollment. Satisfaction research in higher education consistently identifies experiential and institutional dimensions—teaching quality, campus facilities, support services, social integration, and cultural engagement opportunities—as the primary predictors of satisfaction [23,24]. For international students specifically, language barriers, cultural adaptation challenges, and the degree of social inclusion within the host environment significantly moderate these outcomes [25,26]. Critically, these satisfaction predictors are structurally different from the factors that drive destination choice. Reputation, safety, and scholarship availability are evaluated before arrival on the basis of available information; teaching quality, support services, and social integration are encountered and assessed after enrollment. This temporal separation raises a fundamental theoretical question that the existing literature has largely left unanswered: do the factors that attract students to a destination correspond to those that sustain their satisfaction once enrolled?

The theoretical basis for expecting divergence between these two sets of factors lies in expectancy formation. Destination choice decisions are made on information available prior to arrival—institutional rankings, government scholarship programs, cultural representations in media, and peer recommendations—all of which shape students’ pre-enrollment expectations. Post-enrollment satisfaction, by contrast, is shaped by the degree to which lived academic and social experience meets or exceeds those expectations [23]. Where the factors that motivated choice—such as Korea’s reputation for safety or its cultural attractiveness—are not directly experiential dimensions of the academic environment, the expectations they generate may be structurally misaligned with the institutional realities students encounter after arrival. A student attracted by K-culture and perceived safety may arrive expecting a vibrant and accessible social environment, only to encounter significant language barriers, limited English-language institutional support, and academic structures not fully adapted to the needs of international students [5,25]. This expectation–experience gap is precisely what existing models—which examine either destination choice or post-enrollment satisfaction, but rarely both within a single analytical framework—are not structured to detect.

Empirical attention to this dynamic in the Korean context remains limited. The most directly relevant study identified several institutional and academic predictors of international student satisfaction in Korean universities [5], but was conducted when the international student population was considerably smaller and less regionally diverse than it is today, and did not examine destination choice factors within the same model. More recent scholarship on Korean higher education internationalization has focused on policy development and enrollment trends rather than student experience [27]. No published study has empirically integrated the determinants of destination choice and post-enrollment satisfaction within a unified analytical framework applied to the contemporary Korean context.

This study addresses that gap by examining both dimensions simultaneously. By analyzing the factors influencing international students’ selection of South Korea and the predictors of their post-enrollment satisfaction within the same empirical framework, the study provides a basis for evaluating the relationship between attraction and retention in an emerging higher education destination. In this way, it extends the push–pull framework by testing whether its established pull factors operate consistently in a non-traditional host country, and contributes to satisfaction research by examining whether pre-enrollment attraction factors correspond to post-enrollment experiential outcomes. The two research questions structuring this study follow directly from this dual analytical focus.

3. Materials and Methods

3.1. Research Design

This study employed a quantitative cross-sectional research design to examine the factors influencing international students’ satisfaction with studying in South Korea, with particular attention to the role of students’ engagement with the host country through cultural exploration and social experiences. Cross-sectional research designs allow researchers to analyze relationships among variables measured at a single point in time and are commonly used in studies examining perceptions, experiences, and behavioral outcomes in higher education research [19].

The objective of this design was primarily exploratory and explanatory, aiming to identify associations between factors related to students’ experiences in South Korea and their reported satisfaction levels. Although cross-sectional data do not permit causal inference or temporal ordering between variables, they provide a useful empirical basis for identifying patterns and relationships within complex social contexts such as international student mobility and educational experiences. Accordingly, the findings should be interpreted as indicative of statistical associations rather than causal relationships, and any observed relationships should be understood within the limitations of cross-sectional data.

Logistic regression analysis was employed to examine the relationship between students’ engagement in exploring South Korea and their reported levels of satisfaction while controlling for demographic, academic, and institutional variables. This statistical technique is appropriate when the dependent variable is categorical, and allows researchers to estimate the probability that particular factors are associated with higher levels of student satisfaction [28].

The methodological approach was designed to address both research questions by identifying key destination choice factors through descriptive and comparative analysis (RQ1) and examining predictors of student satisfaction using logistic regression modeling (RQ2).

3.1.1. Population and Sample

The population for this study consisted of international students enrolled in higher education institutions across South Korea, including students pursuing undergraduate, master’s, and doctoral degrees. International students studying in Korea represent a diverse population originating from multiple geographic regions and academic disciplines, reflecting the increasing internationalization of Korean higher education institutions.

A sample of 231 international students participated in the study. Participants were selected using a stratified sampling approach, which was adopted to capture the diversity of the international student population in South Korea. Stratification was based on key characteristics including nationality, level of study (undergraduate, master’s, doctoral), and academic field, ensuring representation across different student groups. Stratified sampling is frequently used in educational research to improve representativeness when studying heterogeneous populations [29].

Participants were recruited through multiple channels, including institutional email distribution lists, international student organizations, and social media groups used by international students in Korea. These recruitment strategies are widely recommended for survey-based research involving geographically dispersed student populations and help to increase response diversity and participation rates [30]. Due to the use of open and voluntary recruitment channels, the exact response rate could not be determined.

Although stratification was used to enhance representation, the reliance on voluntary participation may introduce self-selection bias, and therefore the sample may not be fully representative of the entire international student population in South Korea.

More precisely, while stratification criteria were defined in advance to guide recruitment targeting across nationality, level of study, and field, the use of open and voluntary recruitment channels means that the sampling procedure is more accurately characterized as purposive convenience sampling with post hoc stratification checks rather than a formal probability-based stratified design [29,30]. This distinction is methodologically important: purposive convenience samples are appropriate for exploratory and explanatory research in which the aim is to identify associations across a heterogeneous population rather than to generate precise population-level estimates. The findings of this study should be interpreted accordingly, with generalizability claims made cautiously.

3.1.2. Data Collection

Data were collected using a structured online questionnaire designed to capture international students’ demographic characteristics, academic experiences, and satisfaction with studying in South Korea. Online surveys are commonly used in higher education research due to their accessibility, efficiency, and ability to reach diverse student populations across institutions [30].

The survey instrument consisted of several sections, measuring

• demographic characteristics (e.g., age, gender, nationality);
• academic characteristics (e.g., level of study, field of study, duration of stay in Korea);
• institutional support experiences (e.g., scholarships, language programs);
• participation in cultural and social activities;
• overall satisfaction with studying in South Korea.

Satisfaction-related items were measured using a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) (see Appendix A). The items examined students’ perceptions of their academic experiences, social integration, and opportunities to engage with Korean society through activities such as cultural participation, travel within Korea, and interactions with local communities. Survey instruments based on Likert-scale responses are widely used in higher education research to measure perceptions, attitudes, and satisfaction levels among students [31].

The questionnaire items were developed based on the established literature on international student satisfaction and mobility [22,24,31]. Prior to full data collection, the questionnaire was pilot-tested with a group of 20 international students enrolled in Korean universities. The purpose of the pilot test was to assess clarity, question wording, and overall instrument reliability. Feedback from the pilot participants led to minor revisions in question phrasing to improve comprehension and ensure that the survey items accurately reflected the intended constructs. Pilot testing is an important step in survey research to improve measurement validity and instrument reliability [30].

In addition, the internal consistency of the satisfaction-related items was assessed using Cronbach’s alpha, with values exceeding the acceptable threshold of 0.70, indicating satisfactory reliability of the measurement scale.

The survey instrument was constructed through a structured adaptation process. Destination choice items (Section 2 of the questionnaire) were developed by drawing on established pull factor taxonomies from the international student mobility literature; specifically, the frameworks proposed by Arambewela and Hall [31] and Chen [21], which identify academic quality, financial support, safety, cultural interest, and social environment as core pull dimensions. Satisfaction items (Section 3 and Section 4) were adapted from student satisfaction instruments used by Elliott and Healy [32] and Douglas et al. [24], which assess academic, institutional, and social dimensions of the higher education experience. Items from both streams were reviewed against the study’s research questions to ensure construct alignment before pilot testing. The five-point Likert format was standardized across all sections to maintain measurement consistency. Each section therefore maps directly onto a theoretically distinct construct: Section 2 operationalizes destination choice pull factors (RQ1), while Section 3 and Section 4 operationalize academic and social satisfaction dimensions (RQ2).

3.1.3. Variables

The primary dependent variable in this study was overall satisfaction with studying in South Korea. Satisfaction was measured using Likert-scale responses assessing students’ perceptions of their academic and social experiences during their studies.

For the regression analysis, satisfaction responses were dichotomized into two categories representing lower and higher levels of satisfaction. This approach was adopted for two reasons. First, the primary analytical interest of this study is in identifying which institutional, academic, and experiential factors are associated with achieving a meaningfully higher level of satisfaction—a threshold-based question that binary logistic regression is well suited to address [28]. The odds ratios it produces offer directly interpretable effect size estimates relevant to institutional decision-making. Second, inspection of the response distribution revealed a concentration of responses in the upper two categories of the satisfaction scale, producing a positively skewed distribution that limits the practical utility of modeling intermediate scale distinctions. Binary logistic regression accommodates this distributional pattern by focusing on the probability of exceeding the satisfaction threshold rather than predicting precise scale scores. While information loss relative to an ordinal approach is acknowledged, the directional findings are unlikely to differ substantially given the distributional characteristics of the data.

The primary independent variable of interest was students’ engagement in exploring South Korea, operationalized through questions assessing participation in cultural activities, visits to historical sites, travel experiences within the country, and social interactions with local communities.

Several control variables were included to account for potential confounding influences on student satisfaction. These variables included

• demographic factors (age, gender, nationality);
• academic characteristics (field of study, level of study, duration of stay in Korea);
• institutional support factors (scholarship support, access to language programs, institutional services).

The inclusion of these control variables follows established methodological practices in educational research to account for multiple factors that may influence students’ academic and social experiences [19].

Missing data were minimal and handled using listwise deletion, ensuring that only complete responses were included in the regression analysis.

3.2. Data Analysis

The collected data were analyzed using SPSS statistical software. Descriptive statistics, including means, medians, and standard deviations, were computed to summarize the characteristics of the sample and key study variables. Comparative and inferential analyses were conducted to examine differences in destination choice factors.

Logistic regression analysis was used to estimate the relationship between students’ engagement in exploring South Korea and their satisfaction levels while controlling for demographic, academic, and institutional variables. Odds ratios and 95% confidence intervals were calculated to assess the magnitude and direction of associations.

Multicollinearity among independent variables was assessed using variance inflation factors (VIF), with all values below the recommended threshold, indicating no significant multicollinearity issues. Model fit was evaluated using goodness-of-fit statistics, including the Hosmer–Lemeshow test.

3.3. Ethical Considerations

This study adhered to established ethical standards for research involving human participants. Ethical approval was obtained from Yemyung Graduate University, and all participants provided informed consent prior to participation. Participation was voluntary, and respondents were informed of their right to withdraw at any stage without penalty. Confidentiality was ensured by anonymizing all responses and avoiding the collection of personally identifiable information.

3.4. Limitations

While the cross-sectional design provided valuable insights into the relationships between destination choice factors and student satisfaction, it does not allow for causal inference or temporal sequencing of variables. Additionally, the reliance on self-reported data may introduce response bias, as participants may overestimate or underestimate their satisfaction levels. The use of voluntary sampling may also limit the generalizability of the findings due to potential self-selection bias. Future research could address these limitations by employing longitudinal or mixed-method approaches to capture causal dynamics and deeper contextual insights.

4. Results

4.1. Factors That Predict International Students’ Selection of South Korea as a Higher Education Destination (RQ1)

Table 1. Factors influencing international students’ selection of South Korea as a higher education destination.

Factors	n	Mean	Median	SD
Quality of education and institutions	231	3.8	4	1.14
Availability of scholarships and financial aid	231	3.71	4	1.24
Cultural interest and lifestyle	231	3.60	4	1.16
Safety and living conditions	231	4.37	5	0.96
Career opportunities after graduation	231	3.03	3	1.27
Recommendations from friends/family	231	3.55	4	1.24
Language and ease of communication	231	2.34	2	1.23
Cost of living and tuition fees	231	3.32	3	1.11
Proximity to home country	231	2.26	2	1.37

presents descriptive statistics summarizing the factors influencing international students’ selection of South Korea as a higher education destination. The variables were measured using a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), where higher scores indicate stronger influence on students’ destination choice.

The results indicate that international students assign varying levels of importance to different factors when selecting South Korea as a study destination. Among the evaluated factors, safety and living conditions recorded the highest mean score (M = 4.37, SD = 0.96). The relatively high mean and low standard deviation suggest that respondents consistently viewed safety as a highly influential factor. This pattern indicates that perceptions of personal security and stable living conditions play a central role in shaping students’ decisions to study in South Korea.

The second highest mean score was observed for quality of education and institutions (M = 3.80, SD = 1.14). This finding indicates that students consider academic quality and institutional reputation as important components when evaluating potential study destinations. Although the mean score is lower than that of safety, the relatively high median value (4) suggests that many respondents perceived Korean universities as offering academically credible programs.

Similarly, availability of scholarships and financial aid (M = 3.71, SD = 1.24) and cultural interest and lifestyle (M = 3.60, SD = 1.16) received moderately high ratings. These findings suggest that financial accessibility and cultural curiosity may contribute to students’ interest in South Korea as a study destination.

In contrast, language and ease of communication (M = 2.34, SD = 1.23) and proximity to home country (M = 2.26, SD = 1.37) received the lowest mean scores among the evaluated factors. These results suggest that language barriers and geographic distance were relatively less influential in the overall decision-making process of the surveyed students. The relatively higher standard deviations for these variables indicate greater variation in respondents’ perceptions.

To determine whether the observed differences among factors were statistically significant, a one-way analysis of variance (ANOVA) was conducted. The ANOVA results revealed statistically significant differences among the evaluated factors (F = 28.74, p < 0.001), indicating that students prioritized certain considerations more strongly than others when choosing South Korea as a study destination.

Taken together, the ANOVA results suggest that perceived safety, educational quality, and financial support opportunities represent the most influential factors shaping international students’ decisions to study in South Korea, while considerations such as proximity to home country and language barriers appear less influential at the aggregate level.

4.2. Factors That Predict International Students’ Satisfaction in South Korea (Academic and Social Experience) (RQ2)

To examine the predictors of international students’ satisfaction, binary logistic regression analysis was conducted. The dependent variable, overall satisfaction with studying in South Korea, was dichotomized into two categories representing lower satisfaction and higher satisfaction.

The regression model included six key predictors (see

Table 2. Logistic regression predicting international students’ satisfaction.

Predictor	Odds Ratio	95% CI	p
Research opportunities	1.68	1.21–2.33	0.002
Quality of education	1.94	1.38–2.73	<0.001
Facilities and resources	2.11	1.50–2.96	<0.001
Support services	1.41	1.03–1.93	0.029
Learning Korean culture	1.72	1.21–2.44	0.002
Exploring South Korea	1.66	1.19–2.32	0.003

):

• research opportunities;
• quality of education;
• facilities and resources;
• institutional support services;
• opportunities to learn Korean culture;
• opportunities to explore South Korea.

Control variables representing demographic and academic characteristics were included in the model to reduce potential confounding effects.

The overall logistic regression model was statistically significant:

χ²(6) = 42.86, p < 0.001

This result indicates that the included predictors collectively contributed to explaining variation in students’ satisfaction levels.

The model demonstrated moderate explanatory power, with a Nagelkerke R² value of 0.34, suggesting that approximately 34% of the variance in student satisfaction was explained by the predictors included in the model. The classification accuracy of the model was 72.4%, indicating acceptable predictive performance.

4.2.1. Research Opportunities

The regression results indicate that research opportunities significantly predicted international students’ satisfaction (OR = 1.68, p = 0.002). The odds ratio suggests that students who reported greater access to research opportunities were approximately 1.68 times more likely to report higher levels of satisfaction compared with those reporting fewer research opportunities.

This finding indicates that opportunities for research engagement may contribute positively to international students’ academic experiences and perceptions of educational value. Participation in research activities may allow students to develop academic skills, gain exposure to scholarly collaboration, and strengthen their professional development prospects.

4.2.2. Quality of Education

Quality of education emerged as a strong predictor of student satisfaction (OR = 1.94, p < 0.001). The odds ratio indicates that students who rated the quality of education more positively were nearly twice as likely to report higher satisfaction levels compared with students reporting lower perceived academic quality.

This finding highlights the central importance of perceived academic standards in shaping international students’ educational experiences. Academic quality may encompass several dimensions, including teaching effectiveness, curriculum design, access to academic resources, and institutional reputation.

4.2.3. Facilities and Resources

Facilities and institutional resources was identified as the strongest predictor in the regression model (OR = 2.11, p < 0.001). Students who reported greater satisfaction with campus infrastructure and academic resources were more than two times more likely to report higher overall satisfaction with their study experience.

These results suggest that physical and technological resources—such as laboratories, libraries, and learning spaces—play an important role in shaping students’ academic environment and overall satisfaction.

4.2.4. Support Services

Institutional support services also demonstrated a statistically significant relationship with student satisfaction (OR = 1.41, p = 0.029). The odds ratio indicates that students who perceived stronger support services were approximately 41% more likely to report higher levels of satisfaction.

Support services may include academic advising, counseling services, language support, and administrative assistance, which collectively contribute to students’ ability to navigate academic and social challenges while studying abroad.

4.2.5. Learning and Experiencing Korean Culture

Engagement with Korean culture was also found to significantly predict student satisfaction (OR = 1.72, p = 0.002). Students who reported greater opportunities to learn about and experience Korean cultural practices were more likely to report higher satisfaction with their overall educational experience.

Cultural engagement may enhance students’ sense of belonging and facilitate meaningful interactions with the host society, contributing positively to their study-abroad experiences.

4.2.6. Exploring South Korea

Exploration of South Korea was also identified as a significant predictor of satisfaction (OR = 1.66, p = 0.003). Students who reported more frequent travel and exploration experiences within the country were approximately 1.66 times more likely to report higher levels of satisfaction.

Exploratory activities such as visiting cultural sites, participating in local events, and traveling within the country may contribute to students’ personal development and overall engagement with the host environment.

4.2.7. Statistical Diagnostics

To ensure the robustness of the regression analysis, several diagnostic checks were conducted. Multicollinearity among predictor variables was assessed using Variance Inflation Factor (VIF) statistics, and all values were below the commonly accepted threshold of 5, indicating no significant multicollinearity concerns.

Model fit was evaluated using the Hosmer–Lemeshow goodness-of-fit test, which indicated an adequate fit between the observed and predicted outcomes (p > 0.05). Residual diagnostics did not reveal influential outliers that would substantially distort the regression estimates.

5. Summary of Findings

The findings of this study provide a comprehensive understanding of both the factors influencing international students’ selection of South Korea as a higher education destination and the determinants of their satisfaction after enrollment. Importantly, the results reveal a clear distinction between pre-enrollment decision factors and post-enrollment experiential outcomes, highlighting a critical gap between attraction and satisfaction.

With respect to RQ1, the findings demonstrate that international students’ destination choices are primarily driven by structural and institutional factors, particularly safety and living conditions, as well as the perceived quality of education. The consistently high ratings for these factors suggest that South Korea’s reputation as a safe and academically credible environment plays a central role in attracting international students. In contrast, factors such as language and ease of communication and proximity to home country were less influential overall but exhibited greater variability across respondents. This pattern indicates that while these factors are not dominant at the aggregate level, they remain important for specific subgroups of students, reflecting the heterogeneous nature of international student populations.

A key insight from this analysis is the inverse relationship between importance and variability, where lower-ranked factors tend to exhibit greater dispersion. This suggests that certain aspects of the student decision-making process are not universally experienced but are contingent on individual characteristics such as nationality, linguistic background, and prior international exposure. As a result, international student mobility decisions appear to be shaped by a combination of universally valued structural conditions and context-specific personal considerations.

In relation to RQ2, the results indicate that international students’ satisfaction is influenced by a broader and more complex set of factors that extend beyond initial destination choice considerations. While academic quality remains a central determinant of satisfaction, the strongest effects were observed for facilities and resources, followed by quality of education and cultural engagement. These findings suggest that students’ satisfaction is shaped not only by institutional reputation but also by the quality of their day-to-day academic and living environment.

Moreover, the significant effects of cultural engagement and exploration of South Korea highlight the importance of experiential and integrative dimensions of the student experience. Students who actively engage with the host country—through cultural participation and exploration—are more likely to report higher satisfaction, indicating that meaningful interaction with the local context enhances overall educational outcomes. This underscores the role of experiential learning and social integration in shaping international students’ perceptions.

At the same time, the relatively smaller effect size associated with support services suggests that while institutional support mechanisms are important, their impact may depend on accessibility, utilization, and alignment with students’ needs. This finding points to the need for more targeted and context-sensitive support systems.

Taken together, the results reveal a critical divergence between factors that attract students and factors that sustain their satisfaction. While safety and academic reputation play a dominant role in attracting students to South Korea, satisfaction is more strongly influenced by institutional quality, engagement opportunities, and experiential integration. This distinction highlights the importance of moving beyond recruitment-focused strategies toward more holistic approaches that enhance students’ lived experiences after enrollment.

Overall, the study contributes to the literature by demonstrating that international student mobility cannot be fully understood through a single set of determinants. Instead, it requires a dual perspective that considers both destination choice mechanisms and post-enrollment experiences, particularly in emerging higher education destinations such as South Korea.

6. Conclusions

This study provides a comprehensive analysis of the factors influencing international students’ selection of South Korea as a higher education destination and the determinants of their satisfaction after enrollment. A central contribution of the study lies in demonstrating that the factors that attract international students are not identical to those that sustain their satisfaction, highlighting an important distinction that has received limited empirical attention in prior research.

From a theoretical perspective, the findings reinforce and extend existing frameworks of international student mobility by empirically linking push–pull factors influencing destination choice with post-enrollment satisfaction dynamics within a single analytical model. This integrated approach contributes to the literature by addressing a gap in which these dimensions have typically been examined separately.

From a practical standpoint, the results suggest that higher education institutions and policymakers should adopt a dual strategy that balances recruitment-oriented factors (such as safety and academic reputation) with experience-oriented factors (such as support services, cultural integration, and student engagement). Focusing solely on attracting students without addressing their post-enrollment experiences may limit long-term satisfaction and retention outcomes.

Finally, while this study is situated within the context of South Korea, its findings have broader implications for other emerging education destinations seeking to position themselves within the global higher education landscape. The distinction between attraction and satisfaction identified in this study provides a useful framework for understanding how international student mobility operates in increasingly competitive and diversified global contexts.

7. Implications for Future Research

The findings of this study open several important directions for future research, particularly in advancing a more nuanced understanding of the relationship between destination choice and post-enrollment satisfaction among international students.

First, future studies should adopt longitudinal research designs to examine how students’ perceptions evolve over time. The present findings indicate that certain factors—such as language barriers and cultural integration—are relatively less influential at the initial decision stage but may become more salient during students’ academic journeys. Longitudinal approaches would allow researchers to capture these temporal dynamics and better understand how initial expectations align with or diverge from lived experiences.

Second, qualitative and mixed-methods research is needed to explore the underlying mechanisms through which key factors such as safety, academic quality, and cultural engagement shape students’ experiences. While this study identifies statistically significant relationships, qualitative inquiry could provide deeper insight into how students interpret these factors in their daily lives, particularly in relation to adaptation, belonging, and academic engagement.

Third, future research should explicitly examine heterogeneity across student subgroups, particularly by nationality, linguistic background, and level of study. The variability observed in factors such as language and proximity suggests that international students are not a homogeneous group, and more granular analyses are needed to identify how different populations experience and respond to institutional and environmental conditions.

Fourth, comparative cross-national studies would be valuable in assessing whether the patterns identified in this study are specific to South Korea or reflect broader trends across emerging higher education destinations. Such studies would contribute to a more global understanding of how countries compete for and support international students in an increasingly diversified higher education landscape.

Fifth, future research should focus on intervention-based and policy-oriented studies that evaluate the effectiveness of institutional strategies aimed at improving international student experiences. Experimental or quasi-experimental designs, for example, could assess the impacts of expanded English-taught programs, targeted support services, or structured cultural integration initiatives on student satisfaction and retention outcomes.

Finally, emerging developments in higher education—such as digital learning environments, hybrid education models, and technology-mediated student support systems—warrant further investigation. These factors may play an increasingly important role in shaping international students’ academic experiences and satisfaction, particularly in post-pandemic contexts.

Overall, future research should move toward more integrated, multi-method, and comparative approaches that capture the diversity and evolving nature of international student experiences, deepening theoretical understanding while providing actionable insights for institutions and policymakers.

8. Recommendations

The findings of this study suggest that enhancing South Korea’s position as a global education destination requires a strategic alignment between the factors that attract international students and those that sustain their satisfaction after enrollment. At the policy level, maintaining and promoting South Korea’s strong reputation for safety and high-quality education should remain a central priority, as these factors emerged as the most influential determinants of destination choice. Continued investment in public safety infrastructure, national quality assurance systems, and international education marketing will be critical in sustaining the country’s competitive advantage. In addition, expanding scholarship and financial support programs, particularly for students from underrepresented and economically disadvantaged regions, would improve accessibility and strengthen South Korea’s global appeal.

At the institutional level, the results highlight the importance of creating high-quality academic environments that directly influence student satisfaction. Universities should prioritize investments in facilities and resources, including modern learning spaces, digital infrastructure, and research support systems. Given the strong effect of research opportunities on satisfaction, institutions should also provide structured pathways for international students to engage in research activities, supported by mentorship and funding mechanisms. Furthermore, continuous faculty development initiatives aimed at improving teaching quality and promoting culturally responsive pedagogies will enhance students’ academic experiences and overall satisfaction.

The findings also emphasize the critical role of experiential and integrative dimensions of the student experience. Cultural engagement and opportunities to explore South Korea were found to significantly enhance satisfaction, suggesting that meaningful interaction with the host society is a key component of successful international education. Universities should therefore develop structured programs that facilitate cultural integration, including language exchange initiatives, community engagement activities, and guided cultural experiences. These efforts can foster a stronger sense of belonging and promote intercultural competence among international students.

Addressing language barriers remains an important area for intervention. Although language was not a dominant factor in students’ initial decision-making, its variability suggests that it may become more significant during their academic experience. Institutions should adopt a dual approach by expanding English-taught programs while simultaneously strengthening Korean language support through tailored courses, peer mentoring, and academic assistance. Such strategies would improve both academic performance and social integration, thereby enhancing overall student satisfaction.

The findings also underscore the need for differentiated, data-driven approaches to recruitment and student support. International students are not a homogeneous group; their needs vary by nationality, linguistic background, and financial capacity. Universities should leverage institutional data to design targeted strategies including customized support services, multilingual counseling, and tailored career guidance, ensuring these are actively promoted and accessible.

Finally, strengthening collaboration with international academic institutions and industry partners can further enhance both the attractiveness of South Korea and the long-term outcomes of international students. Expanding opportunities for internships, exchange programs, and industry engagement will improve students’ career prospects while reinforcing the global relevance of Korean higher education. By adopting a more holistic and experience-centered approach that integrates recruitment, academic quality, and student support, South Korea can strengthen its position as a sustainable and competitive destination in the global higher education landscape.