This essay discusses that most of the students in the ASEAN nations would prefer to study in countries that are hailed as being the most appropriate for the purpose of changing the way students approach learning (Deterding and Kirkpatrick, 399). However, there are barriers such as the cost of learning in Western institutions that discourage them from applying to foreign institutions in Europe and America (Ozbilgin and Healy, 370). In addition, the recession that was experienced in places like the United States and Europe means that there will be fewer job opportunities after completing degrees (Kelecioğlu, 66). This is the right mix for the guardians of students in many ASEAN nations who wish for their children to benefit from an excellent institution in a culturally appropriate setting (Brinkerhoff, 28). In addition, Turkey has amenities that support cultural separations of gender, which are supported by communities in many ASEAN nations (Vekiri and Chronaki, 1397). Turkish students are usually also quite successful in the global job market (Şahin, 98). This serves as a testimony to the scholastic rigor that characterizes Turkish universities (Akpinar and Bayramoğlu, 54). It is also a well known fact that the aging of the American and European populations, along with the continued globalization of the world’s finance, as well as business sectors is likely to result in an increase in demand of students from recognized institutions such as exist in Turkey (Dagli, Silman, and Birol, 1289).
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