Iranian Higher Education
Volume 17, Issue 4 (2026)
ihej 2026, 17(4): 50-68 |
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Noghani Dokht Bahmani M, Sadeghinezhad M. Modeling the Impact of Geopolitical Distance on International Student Mobility. ihej 2026; 17 (4) :50-68
URL: http://ihej.ir/article-1-2135-en.html
URL: http://ihej.ir/article-1-2135-en.html
1- Professor, Social Sciences Dept., Ferdowsi University of Mashhad, Mashhad, Iran. , noghani@um.ac.ir
2- Ph.D. in Economic Sociology and Development, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Ph.D. in Economic Sociology and Development, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract: (211 Views)
Objective: Geopolitical distance refers to the existence of geographical and political distances between countries. Previous studies have shown that increased geopolitical distance leads to a reduction in international student mobility between some countries. However, the relationship between geopolitical distance and international student mobility at a global scale is unclear. Therefore, the present study aims to model the impact of geopolitical distance on international student mobility using a zero-inflated model.
Method: This study is based on panel data analysis using a quantitative approach (zero-inflated model). The statistical population under study covers 193 independent countries during the period 2000 to 2022. Geopolitical distance between countries was measured based on 5 indicators: geographical distance between the capital of origin and destination, whether origin and destination are located in the same geographical region, military conflict between origin and destination, travel sanctions imposed by the destination on the origin, and membership of both origin and destination in important global groupings. Data for these indicators were collected from international databases (including UNESCO, United Nations, World Bank, etc.) and were analyzed using R software.
Results: The results of the zero-inflated model showed that when geographical distance between origin and destination increases, student mobility significantly decreases. However, being located in the same region significantly increases student mobility. The occurrence of violent conflicts (military conflicts) and non-violent conflicts (sanctions) between origin and destination significantly reduces student mobility. On the other hand, if both origin and destination are members of important global groupings (including the G7, G20, European Union, Organization for Economic Co-operation and Development, Asia-Pacific Economic Cooperation, and Organization of the Petroleum Exporting Countries), student mobility between them significantly increases.
Conclusion: The results of this study, in line with the push-pull model and the network perspective on intergovernmental organizations, confirm that geopolitical distance between origin and destination hinders international student mobility. Therefore, granting multiple-entry visas or special student visas to facilitate student mobility between hostile countries, and designing online platforms for joint study programs are suggested to reduce the effect of geopolitical distance on student mobility.
Method: This study is based on panel data analysis using a quantitative approach (zero-inflated model). The statistical population under study covers 193 independent countries during the period 2000 to 2022. Geopolitical distance between countries was measured based on 5 indicators: geographical distance between the capital of origin and destination, whether origin and destination are located in the same geographical region, military conflict between origin and destination, travel sanctions imposed by the destination on the origin, and membership of both origin and destination in important global groupings. Data for these indicators were collected from international databases (including UNESCO, United Nations, World Bank, etc.) and were analyzed using R software.
Results: The results of the zero-inflated model showed that when geographical distance between origin and destination increases, student mobility significantly decreases. However, being located in the same region significantly increases student mobility. The occurrence of violent conflicts (military conflicts) and non-violent conflicts (sanctions) between origin and destination significantly reduces student mobility. On the other hand, if both origin and destination are members of important global groupings (including the G7, G20, European Union, Organization for Economic Co-operation and Development, Asia-Pacific Economic Cooperation, and Organization of the Petroleum Exporting Countries), student mobility between them significantly increases.
Conclusion: The results of this study, in line with the push-pull model and the network perspective on intergovernmental organizations, confirm that geopolitical distance between origin and destination hinders international student mobility. Therefore, granting multiple-entry visas or special student visas to facilitate student mobility between hostile countries, and designing online platforms for joint study programs are suggested to reduce the effect of geopolitical distance on student mobility.
Keywords: international student mobility, geopolitical distance, push-pull model, network perspective, zero-inflated model
Type of article: Research |
Subject:
Special
Received: 2025/08/4 | Accepted: 2026/03/1 | ePublished ahead of print: 2026/05/6
Received: 2025/08/4 | Accepted: 2026/03/1 | ePublished ahead of print: 2026/05/6
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