陸生留臺讀研的決策歷程之探討

Abstract

在當前局勢與政策限制之下，選擇留在臺灣繼續攻讀研究所的中國大陸學生，無疑是一群特殊且值得被理解的年輕人。本研究主要透過深度訪談，試圖走進這群學生的真實世界，探問他們為何選擇留下，面對什麼樣的困境，又懷抱著怎樣的期待。研究發現，陸生選擇留臺讀研的背後，不僅是對學術制度的肯定與學術資源的信任，更是一種情感上的認同與歸屬感的尋求。他們曾在臺灣度過青春年華，也曾在文化差異與身份焦慮中徘徊，然而仍願意留下，是因為某些人與事曾讓他們感受到被接納、被尊重的溫度。在這些選擇的背後，有的是逃離大陸升學激烈競爭的現實，有的是對臺灣教育氛圍的嚮往，也有的是希望在熟悉的土地上繼續完成夢想。此外，研究也觀察到陸生在研究所階段面臨的挑戰，包括適應臺灣的教學風格、制度面的排除限制以及對未來生涯的焦慮與想像。同時，有些人選擇繼續留臺，有些人則轉往歐美追尋更遠的天空，而臺灣對於他們的共同之處，不只是他們生命旅程中的求學之地，更是一段難以抹去的情感記憶。本研究希望透過理解與書寫這群陸生的決策歷程與生命經驗，讓這段微妙而真實的跨境教育故事不被忽視，亦為未來的教育現場與政策設計提供更多的思考空間。Amid current geopolitical tensions and policy restrictions, mainland Chinese students who choose to pursue graduate studies in Taiwan represent a distinctive group worthy of academic attention. This study employs in-depth interviews to investigate their motivations for staying, the challenges they encounter, and their expectations for the future. Findings reveal that these students’ decisions are influenced not only by recognition of Taiwan’s academic system and trust in its educational resources, but also by emotional attachment and a search for belonging. Having spent formative years in Taiwan, they navigate cultural differences and identity dilemmas. Their willingness to remain often stems from meaningful interpersonal experiences that made them feel accepted and respected. Key motivations include escaping the intense academic competition in mainland China, appreciating Taiwan’s educational atmosphere, and pursuing personal aspirations in a familiar environment. The study also identifies several challenges faced during their graduate studies, including adaptation to local pedagogical styles, institutional limitations, and anxiety about future career prospects. While some choose to stay in Taiwan, others opt to continue their studies in Western countries. For many, Taiwan represents not only a place of learning but also a significant emotional and developmental milestone. By exploring the decision-making processes and lived experiences of these students, this study contributes to a more nuanced understanding of cross-border education and provides insights for future educational policy and institutional practice.