The health emergency situation led the universities that provide face-to-face training to adapt to the virtuality. During this period their actions have been crucial to safeguard educational progress (Wang et al., 2020), within their possibilities, they have made efforts to do so in an agile and fast way, not planned. They have used the technological resources at their disposal, they have coordinated an intense work of reprogramming, learning and adaptation by teachers and students (Crawford, 2020). All this, along with the reconciliation between these new learning scenarios at home and their family life.

The health emergency situation led the universities that provide face-to-face training to adapt to the virtuality. During this period their actions have been crucial to safeguard educational progress (Wang et al., 2020), within their possibilities, they have made efforts to do so in an agile and fast way, not planned. They have used the technological resources at their disposal, they have coordinated an intense work of reprogramming, learning and adaptation by teachers and students (Crawford, 2020). All this, along with the reconciliation between these new learning scenarios at home and their family life.

The health emergency situation led the universities that provide face-to-face training to adapt to the virtuality. During this period their actions have been crucial to safeguard educational progress (Wang et al., 2020), within their possibilities, they have made efforts to do so in an agile and fast way, not planned. They have used the technological resources at their disposal, they have coordinated an intense work of reprogramming, learning and adaptation by teachers and students (Crawford, 2020). All this, along with the reconciliation between these new learning scenarios at home and their family life.

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Introduction: The purpose of the study was to identify motivations for leaving and returning to the country of origin and satisfaction as factors associated with the decision-making to study abroad in a sample of Chinese students. The sample consisted of 190 Chinese students studying in western countries. A questionnaire was developed and administered. The answers to the questionnaire offered extensive information on the push & pull factors associated with the motivations to leave and return and satisfaction with the studies. The questionnaire also gathered sociodemographic information. The results provide a detailed understanding of the goals and needs of Chinese international students, conditioned by cultural, economic, educational, political, and equality factors. The main factors for Chinese students to decide whether to study abroad or return to China are cultural ones. The ques...

Introduction: The purpose of the study was to identify motivations for leaving and returning to the country of origin and satisfaction as factors associated with the decision-making to study abroad in a sample of Chinese students. The sample consisted of 190 Chinese students studying in western countries. A questionnaire was developed and administered. The answers to the questionnaire offered extensive information on the push & pull factors associated with the motivations to leave and return and satisfaction with the studies. The questionnaire also gathered sociodemographic information. The results provide a detailed understanding of the goals and needs of Chinese international students, conditioned by cultural, economic, educational, political, and equality factors. The main factors for Chinese students to decide whether to study abroad or return to China are cultural ones. The ques...