“…Since 1960s, much effort in academia has been devoted to better understanding the construct of CI, as well as its effects from a multidisciplinary perspective (Nagashima, 1970 ; Min Han, 1989 ; Roth and Romeo, 1992 ; Martin and Eroglu, 1993 ; Li et al, 2014 ; Carneiro and Faria, 2016 ; Lee et al, 2016 ; Lu et al, 2019 ; Mikhnevych et al, 2020 ; Dragoi, 2021 ; Gohary et al, 2022 ). However, most of the previous studies were just descriptive/qualitative studies, especially in China (Sun, 2002 ; Shao, 2014 ; Liu, 2016 ; Li et al, 2021 ; Gohary et al, 2022 ). For example, many scholars have conducted an in-depth analysis of the importance and significance of China's CI with event report to formulate countermeasures (Feng, 2008 ; Xue et al, 2015 ; Chen et al, 2020 ), but little attention has been paid to the integrated and systematic analysis of conceptualization, components, and impacts of CI from interdisciplinary perspectives, such as the research on the relationship between country image and international education.…”