Building an international education hub: Addressing non-local students’ needs in the associate-to-bachelor transition in Hong Kong

For both local and non-local students, the transition from an associate’s to a bachelor’s degree in Hong Kong brings both opportunities and challenges. Based on Bourdieu’s Cultural Capital Theory (1986) and Cobb’s Social Support Theory (1976), this study uses a longitudinal qualitative research to track 19 associate degree students from Lingnan University (8 local, 11 non-local) through three key transition phases: pre-application (January 2025), post-acceptance (May 2025), and early enrolment (October 2025) in order to analyse their experiences, barriers, and strategies during this educational transition. According to preliminary findings, there are significant differences between local and non-local students in terms of support networks, acculturation, and resource accessibility. While non-native students experience social isolation and language barriers that significantly affect their application process, local students gain from familiarity with the educational system. The purpose of this study is to give policymakers practical insight to increase the efficacy and inclusivity of the educational system and guarantee that all students have fair access to pathways to higher education.