Why not Russia? Educational Migration Paths of Central-Asian Students

This research addresses the 'brain drain' issue in Central Asian countries (Nurmagambetov, Ivatov, Khasenova, 2021). It aims to understand why students from Kazakhstan, Kyrgyzstan, and Uzbekistan, already studying in foreign universities, prefer these institutions over Russian education. Previous research (Lisina 2023) focused on Uzbekistan and found students recognize the prestigiousness of education in the UK, USA, and Europe over Russia, even though they highly appreciated the quality of Russian education and benefits of enrolment as knowledge of the language, cultural and geographical proximity, common history, easiness of enrolment. Even though Russian education is labeled as the leader in accepting students from Central-Asian countries, the region continues to establish more educational branches with the US, UK and European countries, as Germany, widening the amount gradually (Varpahovskis & Kuteleva, 2023). According to the World Bank data, there is a drop in the number of educational migrants from Central Asia to Russia (KNOMAD-World Bank, March 2022). With Russia's reputation as a primary destination for Central Asian students, this study examines current and past motivations for studying abroad, and preventions from educating in Russia with special emphasis on light of Russia's military operation. It considers factors that deter students from local universities and attract them to foreign ones, following the Push-Pull approach (Ravenstein, 1885; Hawthrone, 2010; Raghuram, 2013; Raby, Zhang, 2020), human capital theory (Becker, 1964; Massey, 1993; Schultz, 1961), the role of social capital and migration networks (Haug, 2008; Kandel, Massey, 2002). Individual characteristics, societal attitudes, and personal experiences that shape migration tendencies are besides considered. The study answers: What are the motivations driving Central Asian students to pursue higher education in alternative destinations abroad (not Russia)? How do students from Kazakhstan, Kyrgyzstan, Uzbekistan conduct decision-making concerning their higher education? Why may Central Asian students not consider or choose Russian education? Using a qualitative design, 30 in-depth interviews were conducted with students studying full-time at universities globally with exception for universities in the country of origin and Russia.