地方开放与留学认知互动视角下西安社会对韩国高等教育学历的认知变迁研究

A Study on the Changing Perceptions of South Korean Higher Education Credentials in Xi’an Society from the Perspective of the Interaction between Local Opening-Up and Study-Abroad Cognition

摘要: 本文从地方开放与留学认知互动的视角出发，以西安为具体观察场域，探讨西安社会对韩国高等教育学历的认知变迁及其成因、影响与应对路径。研究发现，随着西安对韩经贸往来、人文交流、教育合作和人员流动不断加深，韩国逐渐成为本地潜在留学目的国之一，但韩国学历在西安社会中的认知已由早期的积极关注转向更加理性和分层的判断。其评价逻辑也由“海外学历标签导向”逐步转向“院校层次、专业能力、语言能力与发展回报并重”的综合评估模式。这一变化既受到韩国高等教育体系内部层次分化、留学供给扩大和回报预期调整的影响，也与中国留学评价标准变化、西安地方开放进程、就业竞争环境及信息传播偏差密切相关。本文认为，韩国学历认知变化并非孤立的留学现象，而是地方开放、跨国教育认知与社会评价互动作用的结果。研究对于优化西安对韩教育合作、完善赴韩留学指导及推进高水平开放具有现实参考价值。

Abstract: This paper examines the changing perceptions of South Korean higher education credentials in Xi’an from the perspective of the interaction between local opening-up and study-abroad cognition. Taking Xi’an as a specific local case, it analyzes the causes, manifestations, impacts, and possible responses to these perceptual changes. The study finds that, with the deepening of economic ties, people-to-people exchanges, educational cooperation, and mobility between Xi’an and South Korea, South Korea has gradually become one of the potential study-abroad destinations for local students and families. However, social perceptions of South Korean degrees in Xi’an have shifted from earlier generally positive attention to more rational, differentiated, and stratified evaluation. The evaluative logic has also moved from a simple “overseas degree label” orientation toward a more comprehensive model emphasizing institutional hierarchy, professional competence, language ability, and expected returns. This change is shaped not only by internal stratification within South Korea’s higher education system, the expansion of study-abroad supply, and changing expectations of returns, but also by shifts in China’s criteria for evaluating overseas education, Xi’an’s local opening-up process, employment competition, and information bias in public discourse. The paper argues that changing perceptions of South Korean credentials are not an isolated study-abroad phenomenon, but rather the result of the interaction among local opening-up, transnational educational cognition, and social evaluation. The findings provide practical implications for improving Xi’an’s educational cooperation with South Korea, refining study-abroad guidance, and advancing high-level opening-up.