Post-crisis response by Chinese stakeholders to Canadian international education programs: a case study with community-based survey evidence

Purpose: This article examines education diplomacy as a specific application of public diplomacy in stabilizing Canada–China relations, which have worsened over the last few years. It conducts a case study analysing post-crisis responses of Chinese stakeholders in Canadian university international programs. The survey results provide policymaking insight for restoring post-crisis global learning activities. Design/methodology/approach: It applies conceptual analysis, comparative methods and historical reflection to design a community-based survey. It treated Chinese university students and scholars as stakeholders of education diplomacy. Utilizing an established network of Chinese intuitional partners by the host institute, this case study analyses questionnaires on the online survey platform Qualtrics. Findings: The survey indicates concerns about diplomatic tension by Chinese stakeholders in Canadian university international programs. However, their responses are still favourable for resuming global learning activities with more flexibility, mobility and personal safety facilitation. Originality/value: The paper assesses the post-crisis response of Chinese stakeholders concerning the Canada–China education collaboration while interpreting Education Diplomacy as a specific form of Public Diplomacy for normalizing China–Canada relations still subject to growing bilateral tension.