Pathways to global higher education: A mixed‐methods study of Vietnamese high school students' study‐abroad intentions

Abstract This mixed‐methods study investigates the multifaceted factors influencing Vietnamese high school students' intentions to pursue higher education abroad. Grounded in Ajzen's theory of planned behaviour, the research examines how students' attitudes, subjective norms and perceived behavioural control shape their decision‐making processes. Survey data from 3584 students across 12 high schools in Hanoi revealed that academic achievement, family income and frequent discussions with parents and peers significantly predicted study‐abroad intentions. Qualitative findings from in‐depth interviews with 40 students, teachers and school leaders further illuminated students' perceptions of international education as a gateway to academic excellence, personal growth, career advancement and social mobility, while financial constraints, language proficiency and scholarship access emerged as critical enablers or barriers. Institutional culture and peer networks also played pivotal roles, with schools fostering study‐abroad aspirations through international partnerships. This study extends current literature by incorporating the multiple perspectives of students, parents, teachers and school leaders, offering a more comprehensive, nuanced understanding of study‐abroad intentions in a rapidly globalising Vietnamese context. Policy recommendations are proposed to enhance institutional support, broaden scholarship accessibility and address socioeconomic disparities, contributing to more equitable pathways to global education for Vietnamese students.