China's Global Footprint in Educational Research: Partners, Fields, and Impacts

While international research collaboration (IRC) has expanded rapidly in the natural sciences, its patterns in education remain less well understood. This study examines China's IRC in education research from 2000 to 2022, drawing on bibliometric data from the Web of Science to analyze its geographical distribution, institutional participation, and thematic focus. The findings reveal a steady rise in internationally co-authored publications, primarily with the US, Australia, and the UK, and led by a small number of elite Chinese universities. Thematically, collaborations are concentrated in topics aligned with globally dominant research agendas. Although Chinese scholars increasingly take first-author roles, the overall structure of collaboration continues to reflect academic hierarchies dominated by the Global North. Overall, the study highlights both the progress and constraints of China's IRC in education and calls for more inclusive and balanced collaboration that broadens participation, diversifies research topics, and addresses structural asymmetries in international academic networks.