Starting in 2026, all international students applying for undergraduate programs under the Chinese Government Scholarship will be required to submit results from the China Scholastic Competency Assessment (CSCA). This examination system, coordinated and promoted by the China Scholarship Council, is widely regarded as a key reform initiative in China’s higher education internationalization process in recent years.
For a long time, undergraduate admissions standards for international students in China have primarily relied on a comprehensive review of language proficiency scores, high school academic records, and recommendation materials. However, differences in grading systems and curriculum structures across national education systems have made it difficult for universities to make direct and accurate comparisons of applicants’ academic abilities. The introduction of the CSCA serves as an institutional supplement developed in this context. Its core objective is to establish a unified and comparable standard for measuring academic competence, thereby providing a more credible basis for scholarship selection and undergraduate admissions.
This policy adjustment is not a temporary decision, but closely aligned with China’s broader strategic direction of continuously improving the quality of international student education. As the “Double First-Class” initiative advances, Chinese universities are shifting from an emphasis on expanding international student numbers to prioritizing quality. Education authorities have repeatedly stressed the importance of maintaining openness while raising admission thresholds and academic standards to ensure that international students can successfully complete their studies and integrate into professional training systems. The CSCA has therefore been assigned the function of a “quality filter.” Its design draws on internationally recognized standardized testing models while also incorporating China’s high school curriculum framework and foundational university teaching requirements, reflecting an institutional innovation rooted in China’s educational context within globalization.
Exam Structure and Competency Orientation: From Language Screening to Academic Assessment
According to the current examination framework, the CSCA adopts a combination of compulsory and elective subjects. Mathematics is mandatory for all applicants to undergraduate programs. The mathematics section covers core high school topics including functions, algebra, geometry, trigonometry, and sequences, with an emphasis on logical reasoning and problem-solving ability rather than rote memorization of formulas. Applicants to science, engineering, and medical programs are additionally required to take physics or chemistry examinations depending on their intended major. Candidates applying for Chinese-medium programs must complete a professional Chinese language test. The exam is offered in both Chinese and English to minimize the impact of language barriers on academic performance and to ensure that the assessment more accurately reflects subject mastery.
Unlike previous admissions processes that relied primarily on Chinese language proficiency tests or English scores, the CSCA places greater emphasis on evaluating academic preparedness. Education experts note that while language proficiency is an essential foundation for completing academic programs, it is mathematical thinking and foundational scientific literacy that ultimately determine whether students can adapt to the rigor of undergraduate coursework. In science and engineering disciplines in particular, curricula require strong quantitative analysis skills; without solid preparation, students may face significant academic pressure. By implementing a unified examination standard, universities can more objectively identify students’ academic potential and provide quantitative references for scholarship allocation, thereby enhancing transparency and fairness in the selection process.
It is important to note that the CSCA does not completely replace the existing application materials system, but rather becomes a critical component of comprehensive evaluation. Universities will continue to consider high school transcripts, recommendation letters, personal statements, and language scores in their admissions decisions. However, without a CSCA score, applicants will not be eligible to enter the government scholarship review process. This model, combining “mandatory requirements” with “holistic evaluation,” is seen as an institutional effort to balance standardization with diversity.
Policy Impact and Debate: Greater Fairness or Increased Burden?
The implementation of the CSCA has sparked widespread discussion within the international education community. Supporters argue that a unified academic assessment helps reduce uncertainties arising from differences in national education systems. In the past, some countries’ high school curricula emphasized humanities or used grading scales that were difficult to interpret comparatively, making it challenging for universities to accurately assess applicants’ scientific foundations. A standardized examination enables institutions to evaluate students from different regions using the same benchmark, thereby improving the scientific basis of admissions decisions. For international students aspiring to enter leading Chinese universities, clearer testing requirements also provide a more defined preparation pathway.
At the same time, concerns have been raised regarding examination costs and equity. For students from countries with limited economic resources, participating in an international examination entails registration fees, preparation materials, and potentially training expenses. If the CSCA is eventually expanded to all international undergraduate applicants rather than limited to scholarship programs, some observers question whether it might further raise the threshold for studying in China. Additionally, because the exam content aligns closely with China’s high school curriculum structure, policymakers must consider how to ensure fair competition among students from diverse educational backgrounds. These issues remain areas for further refinement as the policy evolves.
Despite ongoing debate, most university administrators believe that the long-term significance of the CSCA lies in improving overall training quality. In recent years, Chinese universities have continued to strengthen their research performance in global rankings, but undergraduate education quality and student composition are equally important. If international students meet higher academic standards at the entry stage, this not only enhances classroom effectiveness but also fosters a more competitive academic environment. From this perspective, the CSCA functions both as a selection tool and as a quality assurance mechanism.
Future Trends and Strategic Response: Opportunities in Institutional Deepening
According to the rollout plan, the CSCA held its first global examination in 2025 and will formally become a mandatory requirement for applicants to government scholarship undergraduate programs starting in 2026. In the following years, its scope of application is expected to expand gradually. Education authorities have indicated that the examination syllabus and scoring mechanisms will be continuously refined based on operational feedback and university input in order to enhance international adaptability and scientific rigor. Industry observers widely predict that some universities may further increase the weight of CSCA scores in independent admissions and potentially use them as key criteria in determining scholarship levels.
For international students intending to pursue undergraduate study in China, early familiarity with the examination structure and schedule is essential. Experts recommend that applicants begin preparing several months in advance, focusing particularly on strengthening their mathematics foundation and relevant science subjects while closely monitoring the specific score requirements of target institutions. While maintaining competitive language credentials, students should regard the CSCA as an opportunity to demonstrate academic capability rather than merely a procedural requirement. Educational agencies and overseas high schools may also need to adjust their advising strategies to help students better understand China’s academic standards.
From a broader perspective, the introduction of the CSCA reflects China’s institutional confidence and quality-oriented approach in the internationalization of higher education. Amid intensifying global competition in higher education, many countries have strengthened admissions systems through standardized testing and quality assurance mechanisms. China’s reform both responds to internal quality enhancement needs and sends a clear signal internationally: studying in China is shifting from an opportunity-driven model to a competency-driven one. As the policy continues to unfold, its long-term impact on the composition of international students, scholarship allocation patterns, and university teaching quality remains to be seen. What is certain, however, is that 2026 will mark a significant turning point in the transformation of China’s international undergraduate admissions system.