Author(s)

Lin Cai

Affiliation(s)

University of Washington, Seattle, USA.

Corresponding Author

Lin Cai

ABSTRACT

International education, as a core driver of global governance transformation in the 21st century, is reconfiguring the international power landscape through the triple path of cognitive reshaping, institutional coupling and technological dependence. Based on panel data of 142 countries from 2000-2023, this study reveals the significant role of international education cooperation in reducing the probability of military conflict (for every 1% increase in student mobility, the risk of conflict decreases by 0.7%) and enhancing the efficacy of policy coordination (technological education increases Africa's support for China by 8.4%). However, 89% of the world's high-end laboratories, 76% of editor-in-chief seats in academic journals, and 92% of cross-border patent collaborations remain concentrated in OECD countries, exposing the structural hegemony of knowledge production. This paper proposes a three-stage reform framework: building a decentralized governance platform, promoting technological democratization, and improving the crisis response mechanism. The study provides a new path for South-South cooperation and global education equity, and promotes the new type of international relations from concept to institutionalized practice.

KEYWORDS

New international relations; International education; Technological dependence; Cognitive community; Global governance

CITE THIS PAPER

Lin Cai. Policy research on the construction of new international relations from the perspective of international education. Journal of Political Science and International Relations Studies. 2025, 2(1): 33-37. DOI: https://doi.org/10.61784/jpsr3013.

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