["European Journal of Education, Volume 61, Issue 2, June 2026. ", "\nABSTRACT\nThis research examines international postgraduate mobility at Chinese universities through a student‐centred approach to internationalisation, employing the push‐pull framework. It employed a convergence mixed‐methods design, utilising survey data (N = 331) and semi‐structured interviews (n = 30) to analyse the intersection of academic specialisation, motivational drivers, integration challenges, and institutional responses in shaping transnational educational trajectories. The findings indicate that significant pull factors identified were scholarships (81.0%), academic quality (64.6%), and geopolitical positioning (52.0%). Conversely, language barriers (64.6%), supervision challenges (56.5%), and social isolation (52.0%) were recognised as major push factors, with academic level influencing them. Post‐enrolment tensions revealed a gap between access and inclusion, leading to demands for relational pedagogy, culturally responsive curricula, structured mentorship, and reciprocal academic partnerships. The recommendations put forth by students present a transformative vision for global learning, emphasising scholarly dignity, pedagogical justice, and epistemic reciprocity.\n"]