UC Berkeley

This mixed-methods study explores the nuanced decision-making processes of Vietnamese high school students when choosing their education pathways after graduation. We utilize the Iloh Model of College-Going Decisions and Trajectories to examine the impacts of its three dimensions—Information, Time, and Opportunity—on students’ higher education decisions. Our analysis of 3806 senior (12th grade) survey responses and 40 interviews reveals a strong preference for domestic 4-year universities and highlights the pivotal roles of all three dimensions in shaping college choices among students. In particular, our quantitative analysis demonstrates that advising resources, discussions with parents, participation in orientation sessions, and residential locations significantly impact students’ higher education decisions. Moreover, our qualitative analysis uncovers additional influencing factors, including individual passions, anticipated career opportunities, academic preparation, and the desirability of learning environments. These multifaceted influences underscore the complexity of educational decision-making, which is intertwined with individual aspirations and broader socio-educational frameworks. These findings deepen our understanding of factors steering students’ academic trajectories and underscore the need for nuanced educational policies and strategies that align with students’ varied needs and aspirations, especially in centralized educational systems like Vietnam.