Dynamics of Migration Intentions among Final-Year Students in Selected Federal Universities in Nigeria

Dynamics of Migration Intentions among Final-Year Students in Selected Federal Universities in Nigeria | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Dynamics of Migration Intentions among Final-Year Students in Selected Federal Universities in Nigeria Ifeanyi Ogbonye, Taofeek Kolawole Aliyu, Muhydeen Shina Alabi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7547413/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The limited investment in education by the Nigerian government, coupled with scarce job opportunities and worsening economic conditions, has left many undergraduates struggling to complete their studies. As a result, final-year students increasingly consider migration ("Japa") as a pathway to better career prospects and financial stability. This study investigates the intensity of migration intentions, contributing factors, and preferred destinations among Nigerian final-year students. A concurrent mixed-methods design employed FGDs with 30 participants and structured questionnaires administered to 389 students. Qualitative data were also analyzed using thematic analysis in MAXQDA; quantitative data were processed with descriptive statistics in SPSS. The findings indicate that 93.6% of respondents intend to migrate, citing economic challenges, career opportunities, intellectual aspirations, and diaspora links. Dissatisfaction with the quality of education and a perceived lack of return on skills in Nigeria further fuel intentions; safety concerns and a competitive job market amplify these inclinations. Many respondents reported preparatory steps, but financial barriers, especially securing proof of funds, remain a major hindrance to migration. A minority prefer to remain in Nigeria, reflecting personal choice in migration decisions. The study concludes migration is perceived as a viable strategy to escape hardship and secure opportunities, but visa restrictions and personal commitments constrain actual mobility. These findings underscore the need for policymakers and institutions to address root causes and create conditions that encourage talent retention in Nigeria. Sociology Anthropology Japa syndrome Migration intentions Susceptibility Global North Student migration Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction The drain of skilled professionals, talented and educated young persons is a growing concern for most countries in the Global South, especially countries in Africa (Afolayan, Ikwuyatum, & Abejide, 2008), South America, and parts of Asia (Docquier, & Rapoport, 2012). Adeniran (2020) observed that the rapid rise of Africa's young population, along with limited socioeconomic options, constitutes a short-term threat to the youth's future. With approximately 60 per cent of Africa's 1.2 billion inhabitants being under the age of 25, projections suggest a staggering 180 per cent increase by the end of the century, raising concerns about an excess labour supply (Piguet et al, 2022). Given these demographic bulges 1 , migration trends have gained prominence, particularly, since the dawn of the 21st century, with the world witnessing several waves of migration at unprecedented level. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2021), young adults between the ages of 20 and 39 constitute the majority of international migrants, accounting for over 60 per cent of all migrants worldwide. The focus on youth migration has intensified, as this young people are at a stage of life where future possibilities are open-ended. Moreover, they are considered better informed and possess higher levels of human capital than the general population (Efionayi & Piguet, 2014; McGill, 2018), which places them in a privileged position to plan migration. A global survey of adults from 148 countries between 2007 and early 2010 reported that approximately 700 million individuals would permanently move to another country if given the opportunity (Migali & Scipioni, 2019). This indicates that more than 700 million people intend to migrate, in addition to the 281 million individuals already reside in countries other than their birthplace, as reported by the International Organization for Migration (IOM, 2022). In other words, more than three times the current number of international migrants have expressed their intention to leave their home country. In Nigeria, the rise in youth migration has become a growing concern in recent years, particularly with a projected number of nearly 100,000 students studying abroad in 2020 (ICEF Monitor, 2021). This trend raises apprehensions about brain drain and its adverse effects on national development, especially as final-year Nigerian students and recent graduates seeking better opportunities abroad form a significant portion of these migrants. Interestingly, the rich global north nations actively pursue young talents by offering scholarships, getting skilled labour and putting a premium on the value of students as intellectual capital to economic prosperity and the knowledge-based economy. Unluckily to the home country, scholars in these countries are also governed by various pull factors. Considering that remittances typically provide financial and professional benefits, these factors lead to a significant degree of emigration inclination. Nigeria is one of the largest remittance receivers (IOM, 2022). Whereas the beneficial aspects of student migration have attracted significant attention, its disadvantages are beginning to appear. The increasing desire by Nigerian students to migrate post a serious concern that unless addressed, could be a major growth hindrance. Although the concept of migration in Nigeria has been extensively investigated, very little is known about the motives of final-year students who plan to migrate to another country yet feel uncertain (Adebayo et al., 2015; Awire, 2017; Adebayo & Akinyemi, 2021). The SEEFAR (2021) report 2 sheds light on youth migration, particularly in relation to COVID-19 and trafficking, yet it overlooks the distinct perspectives of students at the threshold of graduation and potential mobility. This group, still in the process of making migration decisions, differs from those who have already migrated. Other disciplines have been largely ignored in the research on student migration, which has mostly focused on medical students (Ojo et al., 2023; Patricial, 2023). By examining the variables impacting students' aspirations to migrate at particular federal universities, this study fills this knowledge vacuum. The students from federal universities are selected due to the poor state of educational infrastructure and the challenging conditions under which they learn (Anyanwu & Ewhe, 2020). To achieve this, the study will address the following research questions: What are the drivers of the intention to migrate among final-year students in the selected federal universities? What are the profile characteristics of students with migration intentions? What are the common steps taken by Nigerian final-year students in preparing for their migration from the country? What are the preferred destinations of the intending migrants, and what factors influence their choice of destination? Theoretical framework The research is conducted within a Social Strain and Push-Pull framework. The Social Strain Theory developed by Merton describes the mechanism through which social pressures caused by the discrepancy between societal ambitions and the resources available to meet those expectations can push individuals to adopt adaptive migration as a coping mechanism (Petersen, 2014). On the one hand, a lack of career opportunities, a poor educational system, and financial pressure pose personal and social pressures to students, leading to migration aspirations (Kwok-bun & Pluss, 2013). This is complemented by the Push-Pull model developed by Lee, which instead positions migration decisions within the parameters of structural forces: push factors (e.g. low job opportunities, insecurity, lack of facilities) at home and pull factors (e.g. scholarships, perceived career benefits, quality of living environment) at destination alongside mediating obstacles (e.g. costs, visa restrictions) and personal attributes influence intentions (Lee, 1966; Shintawati & Suharman, 2023). The combination of the two theory clarifies the stages of migration intention, such as desire, plan, and the preparation. The stages of migration intention are illustrated in Figure 1. In the state of desire 3 is a combination of political and economic push factors involving unmet social needs and emotional dissatisfaction. The planning process involves the staging of opportunities and constraints, as well as the alignment of international opportunities with goals. Finally, the preparation phase takes up foundations laid by the logistics readiness of Push-Pull Theory and coping responses of Social Strain Theory. It is within such an interrelation where this combination framework presents the dynamic interplay between psychological, societal, and systemic factors which helps us understand migration comprehensively, between intention and action. Data and Methods Research Design A concurrent mixed-methods research design that involved both quantitative and qualitative approaches was adopted to guide this study from inception to completion. The results of both data sets are triangulated and integrated to provide a comprehensive understanding of the research question (Creswell & Plano Clark, 2017). This research design is suited for this study because it will not only unearth the general trends of migration intention but also make sense of migration intention in terms of the meanings that actors, in this case, final-year students, bring to it. Concurrent data collection enables the interpretation of quantitative and qualitative findings in relation to one another, potentially revealing relationships and patterns that would not be apparent using a single method approach (Creswell, 2003). Location of the Study The research was carried out in two federal universities in Nigeria, the University of Benin (UNIBEN) and Obafemi Awolowo University (OAU), formerly University of Ife. The selection of these institutions was based on the fact that they have a high concentration of young migrants as categorized by UNESCO (2020). The two universities also reflect different mixed student populations, making it convenient to study migration intentions. OAU, which was founded in 1961 and renamed after Chief Obafemi Awolowo, is among the first federal universities in Nigeria. It is known as the center of academic and cultural works, with more than 32,000 students in 12 faculties. Likewise, UNIBEN, established in 1970, currently has a student body of over 60,000 and is also known to offer numerous and varied academic programs and to be focused on excellence. UNIBEN and OAU are closely situated to regions with high levels of youth migration in (IOM, 2022), further supporting the selection of these institutions in this research. Population and Sampling The targeted population for this study was students in their last year of study in any programme in the chosen universities. Catching them at this point in their lives is imperative since they are at the most critical stage where they are shifting keys by learning and switching to the labour market and in that way, they would be greatly considering what career paths they want to follow including whether they should migrate. The research targeted potential migrants, whom, in our case, are only strictly students in their last years of their studies, to get an idea of their migration intentions and how their current migration intentions shape their imminent career and life choices. The computation of the sample size was determined using Taro Yamane's formula 4 : The sample size, N, e, and constant 1 were calculated using official school records from OAU and UNIBEN, with final-year students of 8,500 and 14,300 respectively, to maintain precision and representation. The quantitative component of the survey used stratified sampling to ensure representativeness across different academic disciplines. Universities were divided into clusters, and final-year students were randomly selected from each. Two focus group discussions (FGDs) were conducted, each with 12 participants. Notably, Morgan and Kreuger's (1998) 5 and Krueger and Casey's (2014) recommendations for focus groups were followed. A section in the KoboToolbox survey was provided for potential FGD participation. FGD participants were chosen based on their prior international travel or experience with international mobility to enhance the depth of insights. Data Collection Procedure Quantitative data was obtained electronically using a structured questionnaire encrypted on KoboToolbox. To ensure that only final-year students complete the questionnaire, the instrument added a screening question at the beginning of the questionnaire that asks participants to confirm their enrolment status. Specifically, the screening question asked participants to indicate their year of study, and only participants who selected "final year" were able to continue with the questionnaire. A pre-test of the instrument was conducted at a nearby university with similar characteristics to the main study sites (OAU and UNIBEN). The response was analysed to identify any unclear or ambiguous items in the instrument. After a preliminary analysis of quantitative data, the FGD was developed from the research questions to further explore some of the issues not captured by the questionnaire. The FGDs were employed to discuss the intention of final-year students to migrate and the factors influencing their intention. The FGDs were held based on gender and each session was facilitated by the researcher. All the FGD sessions were conducted electronically via telegram and each session lasted on an average of 1 hour. A focus group guide including both general questions to establish rapport with the participants and specific questions sourced from the research objectives was used for the FGDs. Data Analysis The quantitative data obtained through KoboToolbox was downloaded, organised in Excel, analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistical analyses were performed, including frequencies, percentages, means, and standard deviations to summarize demographic characteristics and key variables. For the qualitative component, data collected from FGDs were transcribed verbatim and analysed using thematic analysis through MAXQDA software 6 (see figure 5). The analysis followed Braun and Clarke's six-step framework: familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. A codebook was developed containing code names, definitions, and example segments, which were organized by focus group speakers. The coding process employed both deductive (based on research objectives and interview guide). Themes were developed by grouping related codes, and the relationships between themes were explored to create a coherent narrative of findings. Ethical Considerations In a study of this nature, there are many ethical considerations, and all of them were ensured during the whole research process. Prior to the commencement of this study, permission to conduct the research was formally requested and granted by the respective institutional authorities (OAU and UNIBEN). To ensure the confidentiality of the participants' identities and to provide them with a sense of anonymity, all the participants were informed about the aim of the research. Furthermore, practical steps were taken to protect the integrity of participants and to ensure that the study did not have a harmful impact on them. For instance, pseudo-names were used to identify the individuals whose narratives are quoted especially in the FGDs 7 . The transcripts were completely anonymised before being uploaded to MAXQDA. Other ethical considerations were followed strictly as the study was given a clearance by the Institute of Public Health, OAU (HREC NO: IPH/OAU/12/2834). Results Socio-demographics of Participants Table 1. Socio-Demographic Characteristics of Respondents. Socio-Demographic Data Frequency (f = 389) Percentage (%) Age 19 – 21 22 – 24 25 – 27 28 – 30 Gender Female Male Religion Christianity Islam Traditional Ethnicity Yoruba Igbo Hausa Others University of learning OAU UNIBEN Employment Status Employed full-time Employed part-time Self-employed Unemployed Household Size Single Dyad Triad Tetrad Pentad or more Family Status Lower middle class Middle class Upper middle class Monthly Income Less than 50, 000 50,000 – 250,000 250,000 – 500,000 More than 500,000 57 211 103 18 154 235 328 55 6 109 66 45 169 144 245 14 30 173 172 2 12 50 83 242 55 310 24 62 104 184 39 14.6 54.2 26.6 4.6 39.6 60.4 84.3 14.1 1.6 28.0 17.0 11.6 43.4 37.0 63.0 3.6 7.7 44.5 44.2 0.5 3.1 12.9 21.3 62.2 14.1 79.7 6.2 16.0 26.7 47.3 10.0 The socio-demographic data provides insight into the sample population's composition and potential migration intentions. The majority of participants are 21-26 years old, aligning with higher education students or recent graduates. The affiliation of participants with specific universities, such as UNIBEN (61.2%) and OAU (38.8%), enables an overview of different institutional contexts, potentially revealing fine distinctions in migration intentions based on educational backgrounds or regional influences. The ethnic composition (Yoruba 28.0 percentage, Igbo 17.0 percentage, Hausa 11.6 percentage) reflects the multicultural background of the population of the study and the importance of regional and ethnic determinants of migration decisions. The presence of diverse employment statuses (most of the respondents being self-employed (44.5%) and unemployed (44.2%)) signals the socioeconomic differences. Family sizes, and incomes, indicate the multidimensionality of migration motivations, such as economic desires and family factors. Migration Intention among Final-Year Students Participants rated their likelihood of migration intention on a scale from 1 to 5, where 1 indicates a low likelihood of migration intention and 5 indicates a high likelihood. This distribution of responses shows some respondents expressed a lesser desire to relocate once they graduate, whereas others expressed a greater willingness to relocate. The mean score was 3.67, suggesting that, on average, respondents exhibited a moderately positive inclination to migrate following graduation. This is further supported by the left-skewed distribution (-0.489), indicating a greater concentration of responses toward the higher end of the rating scale. This result shows the pervasive appeal of migration as a perceived pathway to better opportunities. The moderately positive inclination, coupled with a left-skewed distribution, highlights that migration is not just a minority aspiration but a significant trend among the majority of respondents. Nevertheless, as observed in the accompanying bar chart, although most respondents indicated a fair or good willingness to move, a significant percentage indicated they had little or no prior experience in a study or work-based trip overseas. Based on data, not many respondents indicated that they had travelled outside the home country, and such visits were not necessarily of a scholarship or vocational training nature, but rather leisure or short term commercial interests. This comparative isolation can affect their perception of migrations, many of whom will have a romanticized perception of the topic with little practical experience of trying to deal with the challenges of such moving. It also encompasses restrictions like financial restraints, visa issues, and the inability to reach international markets and opportunities that restrict them physically. Consequently, while the intention to migrate remains high, the actual ability to navigate the complexities of international relocation is limited, creating a significant gap between intent and feasibility Drivers of the Intention to Migrate Among Nigerian Final-Year Students. Table 2. Percentage Distribution of Rationale for the Intentions to Leave Nigeria Statement Frequency Percentage Primary reason for intending to leave Nigeria. There are better prospects for my career advancement as a graduate abroad 226 34.1% A better job awaits me if I choose to work/study abroad compared to working/studying in Nigeria 119 18.0% My family will be financially better off with me working/studying abroad 74 11.2% It is important to have the experience of working/studying abroad at some point in your career 125 18.9% I will stand a better chance of escaping the political, economic and security tensions in my country if I migrate. 116 17.5% Total 662 100.0% As shown in Table 2, the data indicate that career advances are the main reason why Nigerian final-year students wished to leave the country. 34.1% of the respondents stated that they think there are better job opportunities in another country, 18.0% think that in another country their chances of getting a job are higher when studying there. The 17.5% of those who intend to move out of Nigeria are likewise driven by political, business, and security factors. Moreover, financial incentives of families and the necessity to acquire international experience also contribute to migration desires. The qualitative findings are congruent with the statistical findings, providing a broader view of the push-pull motivating the intentions to travel abroad among the final year students in Nigeria. These interrelated drivers are further illustrated in Appendix Figure 5, which maps the network of economic, academic, and socio-political factors influencing migration intentions among final-year students. Indicatively, the economic reason behind the migration was a dominant phenomenon in the qualitative data. Some members stressed that they are sure that there are more professional opportunities, financial stability, and quality of life in advanced countries. These contribute as pull factors, and they attract students to study or work abroad. They further communicated the thought that relocating to countries that have more robust economies would enhance their chances of securing jobs with increased economic independence. "Most of us (finalists) look at migration as a next step to make it. The systems overseas, though not perfect, offer better opportunities compared to what we have here." – 24-year-old male final-year student. Moreover, students are increasingly attracted by the prospect of moving to industrialised countries, where they will have access to a wider range of professional pathways and higher job stability, both of which are typically missing in the local labour market. In Nigeria, economic phenomena, including unemployment and fewer opportunities at work, also serve to enhance the belief that migration is an alternative to a more secure future. Besides the economic issues, the qualitative data suggests the presence of intellectual aspirations, which are another strong impetus of migration plans among students. Participants expressed their dissatisfaction with the existing educational situation in Nigeria, which they explained by such factors as resource scarcity, outdated curricula, and overpopulation of classes. Most students see studying abroad as a chance to acquire a world-class education that can set them apart among their peers back home. "Everybody has the degree that I have, I'm graduating with a BSC in psychology. The majority of people might have BSC psychology too. I wanna beat the competition in the market. It's one reason why I would wanna study abroad, study abroad, come back because at least they’ll take my degree seriously that I've studied abroad." – 25-year-old male final-year student. Nigeria's job market is saturated, making local degrees unattractive. Now students interpret overseas degrees as a means to boost “hirability” and “salaryability”. Many students are motivated to migrate through the need to enhance their academic life and the conviction that foreign education provides an advantageous leverage. Moreover, security issues and the desire to live in a more stable environment were also among the most significant qualitative findings. Some respondents spoke about the poor security situation in the country, which involves crime, political violence and economic problems, and has led many students to find alternative safer destinations outside the country. Notably, while the majority of respondents were willing to migrate, there were some students who were unsure about the necessity of migration. These students stressed the personal nature of their choice meaning that migration is not a blanket solution. The recognition of migration as individual choice illustrates student perspectives in their diversity. Although lots of individuals dream of getting out of Nigeria to pursue better opportunities and bask in sunshine, some of them are rather wary to evaluate the advantages and risks before taking such drastic life-altering step. Others disputed the belief that migration would lead to better options all the time, noting the importance of considering the long-term effects of migration. "It’s something that you have to give a thorough thought to, it is not something that you just have to uh, jump into. So even if everybody's migrating, I love to take my time to think about it very well." – 24-year-old female final-year student. This warning is an extension of a larger truth that migration cannot be simply decided hastily. The students who are sceptical about migration talk about the challenges that have been experienced by the people who have migrated to other countries and got into issues like cultural change, feelings of isolation, and unmet expectations. These arguments offer some more middle-ground views on migration intentions, indicating that, as great as migration can sound to some, it is not without its additional richness and risks. The qualitative aspect of the data corresponds remarkably well with the tendencies already established in the quantitative data, as academic aspirations, financial considerations, and security issues proved to be the most significant incentives of emigration plans among the final-year students. More than 93 percent of students reported that they would like to migrate, primarily due to education, personality, and work opportunities. This migration propensity is confirmed with its migration likelihood score of 3.67. The qualitative data has confirmed these findings and added more weight to the subjectivity of migration decisions, the relevance of personal intentions in migration decisions and the importance of deliberation. Although the pull factors of a better paying economic opportunity and academic growth continue to be primary, by recognizing that migration is a highly personal choice with potential consequences and issues creates depth to the broader subject of migration intentions. Quality of Education in Nigerian Universities and the Intention to Migrate Fig. 4 demonstrates that the overall satisfaction with the quality of education in Nigerian universities is low, emphasizing general educational experience, quality of teaching, facilities, course design, and employment opportunities as the critical areas of concern. The majority of students characterized their experience at university as being Fair or Poor and did not rate classroom teaching or academic training facilities favorably. 18.6% rated the relevance of the curriculum to the challenges of Nigeria as Good, 42.7% as Fair and 38.6% as Poor. There was also lack of confidence in a job after graduation, with 19.1 per cent reporting that they were not optimistic. These results indicate structural failures that can contribute to the desire to emigrate. The qualitative results illuminate more. For instance, course relevance, individual interest, course recognition rose as prominent parameters. It emerged during discussions that practical students like medicine are especially keen to migrate following low facilities and lack of career opportunities back home. Likewise, students studying foreign languages such as French, German, or Portuguese are likely to move to places the language skills are more sought after. These results indicate the significance of both educational and professional possibilities in forming migration decisions, especially regarding the academic disciplines with the perceived insufficient support or appreciation in Nigeria. Comparatively, as there are courses that aid the ambition to relocate, there are also courses that are mentioned in the discussion, as falling into the category (like Law) to which persons are required to remain in Nigeria to practise this field, as it concerns itself with the laws of Nigeria. Notwithstanding, migration intentions among Nigerian university students are often driven by the desire to pursue advanced degrees or greener pastures abroad, often linked to prestige, status, and better opportunities. This indicates that the decision to migrate is not always based on the current academic programme students are pursuing but also informed by the additional goals and desires to acquire new experiences in favourable conditions on a larger scale. Pre-Migration Planning: Common Steps Taken by Nigerian Final-Year Students Table 4. Percentage Distribution of Preparatory Measures for Migration Statement Frequency Per cent (%) Have you researched the costs associated with studying abroad in your preferred destination country? Yes No 216 55.7 172 44.3 Collected information about moving abroad Yes No 256 66.0 132 34.0 Contacted friends/relatives abroad Yes No 209 53.9 179 46.1 Made contact with a foreign institution (via mail or phone) Yes No 139 35.8 249 64.2 Applied for education or scholarship abroad Yes No 153 39.4 235 60.6 Attend training here in Nigeria specifically to prepare for living or working abroad Yes No 105 72.9 283 27.1 Learned a foreign language aside from English Yes No 148 28.1 240 61.9 Registered or taken international entrance examinations University Yes No 113 29.1 275 70.9 Collect information on government policies or immigration requirements that may impact my decision to migrate Yes No 209 53.9 179 46.1 Gathered the resources it would take for me to pass the qualifying exams and practise abroad Yes No 149 38.4 239 61.6 The pre-migration planning process among Nigerian final-year students’ reveals mixed preparedness for relocation. The percentage of students who have not yet managed to accumulate the necessary resources needed to move is high and 61.6% claim to have not pooled together resources needed to meet the requirements of studying or working in a foreign country. It means that the majority of students are at the first stage of migration process, without specific intentions and resources available. Finance preparations show that a great number of students remain unsure how to finance their learning. Two-thirds of students have gathered data on emigration to another country, and 55.7 percent have researched the cost of attending school in their ideal destination. Nevertheless, the cost of migration is a primary issue, as most individuals fund their trips out of their own funds, family, or scholarship support. 31.4% voiced their willingness to consider irregular migration when insufficient resources are presented. Although they face financial and logistical restrictions, a number of students have been proactive when it comes to migration preparation, with 58.3% of the participants reaching out to friends or family in other countries and 39.4 percent seeking foreign scholarship or educational opportunities. However, fewer students have taken more formal preparatory measures, suggesting that many students are cautious about going into debt for education abroad. Students in FGDs shared their experiences and views, emphasizing the importance of assessing personal financial resources and family assistance. They also pointed out the importance of dealing with language proficiency issues, adapting to foreign cultures, and acquiring foreign languages, especially those of the Asian forms, such as those in South Korea. "…study or read about the country of choice, like where you want to migrate to, where you intend to migrate to, read about the country and then know the process by which you get your visa in order not to migrate illegally because there are dangers that come with migrating illegally. So it's better to go legally." – 24-year-old male final-year student. Also, the respondents highlighted the need to familiarize themselves with the visa procedures and the legal aspects concerning migration. Others were raising concerns regarding the dangers of irregular migration and possible hazards to travel illegally. The need for clarity about their purpose for migration, especially in terms of furthering education, was a common theme. This corresponds to quantitative data, as the notable importance of visa costs and migration conditions research was also expressed by respondents. Moreover, to mitigate risks and secure a successful migration process, interested participants have expressed the importance of establishing contacts with individuals who have already established residencies, known as a “Diasporic link”. They also emphasized the importance of relying only on trusted sources so that to not fall into any scams or fraud. These relationships were believed to provide the necessary information about the visa application process, and that some countries tend to limit the work opportunities of student visa owners. "There are lots of people that have been duped because they want to migrate. So, I feel getting the right connections is necessary. I am looking for a person who has left this country, give me your 'connect,' let me use your connect. At least you can vouch for this person. I think that's the best thing for me." – 23-year-old male final-year student. In addition, other key step taken by participants in preparing to migrate was the necessity of looking into potential government benefits such as scholarships understanding the costs connected with obtaining a visa and satisfying all the needed migration conditions. These qualitative insights situate themselves alongside quantitative findings which indicate that although a good number of students are actively researching migration opportunities, there is still some disengagement in terms of personal contacting of foreign institutions or acquisition of the resources required. Moreover, both quantitative and qualitative findings regarding financial aspects and familiarity with the visa procedures are being emphasized. But the quantitative also indicates that not all respondents have access to the available resources and language competences, an aspect that is not directly represented in the qualitative results. Financing and Perceived Hindrance to Migration Preparations. In terms of students’ financial situation in relation to the proof of funds required to support themselves, a significant number of students 137 representing 35.3% of the total (6), stated that they are currently in the process of securing the necessary financial resources to sustain themselves in their intended destination. This shows that these people are actively attempting to meet the financial requirements and are making efforts to obtain the necessary funds. The majority of 188 students, or 10.1%, lack the necessary financial resources to support themselves in their desired destination, indicating a significant financial challenge. They may need to explore alternative funding options. However, a small percentage of students, 39, have enough money to cover living expenses and other costs, indicating that a small percentage of participants are financially prepared. In relation to the proof of funds requirement, 24 respondents (6.2% of the total) did not submit a valid response or did not specify their financial condition. Notably, the funding situation of the Nigerian final-year students on the brink of international migration is also illuminated by the qualitative data. A common theme of the discussions is the financial strain of covering the cost of the proof-of-funds requirement. Several students pointed out that large amounts of money were required to meet living costs and obtain visas, passports, and other travelling documents. Those who cannot afford to fund themselves through self-financing, then family and friends, or agencies serve as common sources of borrowed funds. But this is usually accompanied by some burden of repayment schemes when loans are accompanied by high interest rates. Responding to financial strains, interviewees reported a strategy of seeking out funding avenues to meet their financial needs. They are using family payments, pre-migration employment, and, in other cases, secured loans. Some students expressed uncertainty about the feasibility of these measures, pointing to the risk and stress involved in loan dependency. "There are specific amounts for each country that you must have in your bank account… Even if it's a scholarship, there's still a specific amount you must have like when you migrate." – 22-year-old female final-year student. "So aside from scholarship, they should be able to sustain themselves in terms of their standard of living. You know, it is not you giving them a scholarship, but when they get there how they're going to be coping with the economics of that, um, particular country." – 24-year-old male final-year student. "The courses that you've done in Nigeria might not be enough. So, when you get there, you just have to start afresh or take new courses to fit into their educational level." – 28-year-old male final-year student. In addition to the financial barriers, educational barriers were also noted by the FGDs as an impediment to migration. Several participants observed that they had to take standardised tests or acquire extra qualifications in order to relocate to specific nations. Such requirements as IELTS or SAT were considered to present an important barrier to many, especially on account of their financial costs and the difficulties of scoring necessary points. Some participants also stated that a degree acquired in Nigeria might not be recognized as per the academic requirements of the destination countries, and further studies or certification would be required after arrival. This align with the quantitative data, which reveals that 48.4% of the respondents have limited financial resources, and the qualitative accounts add context by demonstrating what students thinks about coping with those exigencies. In combination, the data indicates the dual burden of financial and educational limitations, which emphasizes the necessity of viable funding channels, personalized guidance, and support of the potential migrants. Moreover, the qualitative data provides insights into other obstacles, including the global shifts of power, poor images, visa and immigration policies, cultural and social adaptations, and educational needs. Preferred Destinations of the Intending Migrants and Factors that Influence Their Choice of Destination. Figure 6 revealed that the most preferred nations for migration are Canada, the United States, the United Kingdom, and Australia. The remaining countries, despite earning lower preferences, show a level of interest among students. It is imperative to mention that these preferences can be shaped by many various factors, such as educational opportunities, career opportunities, lifestyle, cultural specifics, as well as immigration laws in specific countries. Besides the most preferred countries, the data shows different levels of attraction to the remaining countries. Germany, the Netherlands, France, Sweden, Switzerland, Spain, South Korea, South Africa, Singapore, Russia, Oman, Norway, Luxembourg, Japan, Ireland, Finland, Dubai, Cyprus, and China are among these countries. Each of these countries received responses ranging from 1 to 10, indicating a relatively lower preference compared to the top preferred countries. The data also indicates that most respondents prefer to move to their desired destinations to enjoy high-quality living and socio-economic development. The focus group discussions also indicate that the US, Canada, Australia, and Western Europe are favored countries of migration among students because of scholarships, international student opportunities, and less pressure in the labor market. Asian countries like Japan and South Korea are also sought after for their high-quality education, technological advancements, and cultural experiences. South Korea's popular culture, including "K-drama," attracts students due to its organized environment. In post-migration, countries such as France and Germany are flexible in their language requirements which attracts post-migration students. Besides scholarships, destination choice is also affected by economic factors such as the cost of living. Students expressed concerns about how they would sustain themselves financially in their chosen countries: In terms of convergence, both analysis from the survey and focus group discussion show that Canada, the United States, the United Kingdom, and Australia are the most popular destinations for migrants among respondents. Furthermore, both analyses show a level of curiosity in other countries, albeit to a lower amount. While these countries dominate preferences, other destinations such as Germany, the Netherlands, France, and South Korea also garner interest, reflecting a broader spectrum of migration aspirations. Collectively, the analyses highlight that educational opportunities and scholarships are not the only reasons that determine the choices made by students; the economic factors and cultural experiences also play a vital role. Discussion of Findings The result of this research provides insight into the migration intentions of final-year students at selected federal universities in Nigeria. It also revealed the factors impacting the intention to migrate, as well as the preferred destination of intending migrants and expectations from these destination countries. The results indicated that the desire to migrate due to economic and academic reasons was felt by most of the final year students, with approximately 93.6 percent stating that they indeed desired to study abroad. This desire is driven by motivation that includes further education, personal growth, and exposure to opportunities. It also demonstrated a relatively positive predisposition towards migration, with a mean rating of 3.67 on the likelihood of migration scale. Migration was viewed as a personal decision influenced by one's own agency and circumstances. This, however, concurs with Carling and Collins's (2018) findings, which demonstrated that people's general life objectives can be major determinants that directly or indirectly drive migration. Ostensibly, most final-year students who have aspirations for a better life, improved career opportunities, or personal growth, consider migration as a means to achieve those goals. In synergy with the Afrobarometer (2021) report in Nigeria which found that the most common reasons cited for considering moving abroad are to find work (35%), to escape economic hardship/poverty (31%), and to pursue better business prospects (10%). However, findings of the study revealed that career advancement and academic motivations are major factors influencing migration intentions as against the few cited pursuing an education (6%) by Afrobarometer. Nevertheless, it was also discovered that, while most students want to leave based on the outlined factors above, current concerns about social issues such as racism, transgender, and other related issues prevalent in other parts of the world have made students reconsider their desire to study abroad, as they may face potential challenges in a different cultural and social context. The findings of the research also show that final-year students had a negative impression of the quality of education in their institutions. They gave their experience, classroom instruction, and academic training facilities fair or bad ratings. There were also concerns about the relevance of the curriculum and confidence of students at finding work upon graduation. Practical courses and disciplines lacking opportunities or value in Nigeria as well as the weak education system were identified as motivating factors for considering studying abroad. This speaks to several empirical works that have been carried out in Nigeria as regards education and migration (Iseolorunkanmi, 2021; Muhammed, 2021). The desire for higher degrees and accompanying status also influenced migration intentions. These findings support what Ikuteyiju (2020) calls migration as a survival strategy. He went on to state that most Nigerian universities, particularly public universities, fall short of the ideal benchmark for unlocking individual potential, prompting a substantial number of students to explore migrating as a means of escape. The data demonstrate that these students took a number of proactive steps to gain knowledge and prepare for the move. They studied costs, obtained information, and contacted friends and family in different countries. However, there is less interest in directly contacting foreign colleges or taking international entrance exams. Furthermore, just a small proportion of respondents had amassed the requisite resources for migration or learned a language other than English. The results of the conversations are consistent. Before traveling, students emphasized the need of gathering information, conducting research, and selecting appropriate educational institutions. They also emphasise the importance of understanding visa processes, legal requirements, and the dangers of irregular migration. Furthermore, establishing links with people who have already relocated is also considered important for ensuring a legitimate and secure migration process. As adopted by the Gallup World Poll and others, the need to know the actions taken by potential migrants aligns with additional questions asked about the plans and preparations to migrate (Laczko et al., 2017). It is crucial to note that, while migration intentions change over time, migration plans may not always materialise. However, a comprehensive awareness of all of the actions taken by this potential migrant (final year students) aids in distinguishing between students who dream of living abroad and those who genuinely intend and are prepared to leave in the near future. The study supports the Social Strain Theory and the Push-Pull Theory of Migration, which suggest that societal constraints and inability to achieve success through legal means cause psychological stress, driving migration. In the case of Nigerian students, the lack of congruence in social norms and local opportunities results in financial strain, where migration is the sole alternative to financial prosperity or a dream career. The Push-Pull Theory of Migration developed by Lee, argues that migration is caused by economic imbalance, political unrest, and societal weakness in the sending countries, yet enhanced by better employment opportunities in the receiving countries, political stability, and educational infrastructure in the immigration-hosting nations in migration. The interplay of these theories can explain why the Global North countries (Canada, the United States, the United Kingdom, and Australia) are the favoured destinations for potential migrants. They provide more education, work and scholarships, thus they fulfil the aspiration of the students to get rid of the structural and psychological limitations that exist in Nigeria. In synopsis, this paper confirms the argument by Carling and Collins (2018), that there are societal institutions and goal systems of people that shape the intent of migration. It adds to the previous argument availed by Jameson et al. (2017, p.71), who say that the fact that certain countries offer cheaper educational opportunities compared to others is always going to influence the way destination decisions happen. Moreover, the findings from both the quantitative and qualitative data provided comprehensive insight on final-year students' propensity for migration. Economic factors, personal aspirations, dissatisfaction with the quality of education, and the pursuit of higher degrees emerge as influential factors. In these process of migration, some key elements are required, these include and not limited to financial analysis, information collection, visa procedures, and legal considerations. Limitations The use of a mixed-method approach to student migration intention issues provides robust data from the quantitative and qualitative mix, especially the use of FGD to obtain in depth information. However, due to resource constraints, the study focused on only two federal universities, which may not fully represent the broader student population across Nigeria. Furthermore, the study's conclusions are based on the Nigerian context and are limited to final-year students. Despite these limitations, the study provided useful insights into migration intentions among Nigerian final-year students. Conclusion This study concludes that there is a strong inclination among final-year students to migrate for both economic and academic reasons. Their migration intentions are shaped by a complex interplay of economic factors, personal aspirations, academic considerations, and desired destinations. Final-year student’s express dissatisfaction with their academic experience. Since there is an option for these students to follow the illegal route, there is a need for the Nigerian government to have an intense drive to improve education quality by improving facilities and ensuring curriculum relevance in order to better prepare final-year students for their careers. Also, this intervention will solve the increased shortage of skilled labourers in the country. Consequently, the need to strengthen international partnerships and collaboration between Nigerian universities and institutions in destination countries become imperative. This can promote student exchange programmes, joint research projects, and scholarship opportunities, exposing students to international experiences without requiring permanent migration. The lure of studying abroad may be reduced by boosting international options within Nigeria. References Adebayo, A., & Akinyemi, O. O (2021). "What Are You Really Doing in This Country?" Emigration Intentions of Nigerian Doctors and Their Policy Implications for Human Resource for Health Management. Journal of International Migration and Integration . https://doi.org/10.1007/s12134-021-00898-y Adebayo, O. F., & Akinyemi, A. I. (2021). Migration intentions among doctors undergoing residency training in Nigeria: Evidence from a mixed-method study. Journal of Migration and Health , 5, 100056. Adeniran, A. I. (2020). Migration Crises in 21st Century Africa: Patterns, Processes and Projections . New York: Palgrave Macmillan . Adekola, A., & Folorunso, O. (2015). Migration intention of Nigerian students in STEM fields. Journal of International Migration and Integration , 16(4), 1039-1055. Afolayan, A. A., Ikwuyatum, G. O., & Abejide, O. (2008). Dynamics of international migration in Nigeria (a review of literature). African Population Studies , 23(Suppl 1), 165-185. Afrobarometer. (2018). The quality of democracy and governance in Nigeria. Retrieved from https://www.afrobarometer.org/sites/default/files/publications/Policy%20papers/nga_r7_paperno47_eng.pdf Ahsan ul Haq, M., & Abbas, Z. (2014). The effect of brain drain on human capital formation in developing countries. Pakistan Economic and Social Review , 52(2), 93-114. Anyanwu, J., & Ewhe, J. (2020). Governance Issues in Higher Education in Nigeria. European Journal of Education Studies . https://doi.org/10.46827/EJES.V0I0.2962. Awire, J. (2017). Migration and development: Understanding factors and drivers of migration in Africa. The Centre for 21st Century Issues. https://www.c21stnigeria.org/wpcontent/uploads/2018/06/MIGRATION-ANDDEVELOPMENT.pdf. Carling, J., & Collins, F. (2018). Aspiration, desire and drivers of migration. Journal of Ethnic and Migration Studies , 44(6), 909-926. https://doi.org/10.1080/1369183X.2017.1384134 Cahya, Puja, Ayu, Shintawati., Yoga, Suharman. (2023). Push-Pull Factors of Migration amidst Domestic Resistance of the Visegrad Group Countries. Journal of Islamic World and Politics , 7(2):162-177. doi: 10.18196/jiwp.v7i2.56 Chan, Kwok-bun., Caroline, Plüss. (2013). Modeling migrant adaptation: Coping with social strain, assimilation, and non-integration. International Sociology , 28(1):48-65. doi: 10.1177/0268580912469236 Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage Publications . Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications . De Haas, H. (2021). A theory of migration: The aspirations-capabilities framework. Comparative Migration Studies , 9(1). https://doi.org/10.1186/s40878-020-00210-4 Dimunah, D. (2017). Students' attitudes towards strikes: A case study of Nigerian public universities. International Journal of Education and Research , 5(8), 93-104. Docquier, F., & Rapoport, H. (2012). Globalization, brain drain, and development. Journal of Economic Literature , 50(3), 681-730. doi:10.1257/jel.50.3.681. Efionayi, M., & Piguet, E. (2014). Age matters: The vulnerability of young unaccompanied asylum seekers and the shaping of reception contexts. Journal of Refugee Studies , 27(2), 159-177. https://doi.org/10.1093/jrs/fet034 ICEF Monitor. (2021). Nigeria: Nearly 100,000 students abroad, says a new report. https://monitor.icef.com/2021/03/nigeria-nearly-100000-students-abroad-says-new-report/ Ikuteyijo, L. O. (2020). Irregular Migration as Survival Strategy: Narratives from Youth in Urban Nigeria. In West African Youth Challenges and Opportunity Pathways (pp. 53–77). Springer International Publishing . https://doi.org/10.1007/978-3-030-21092-2_3 International Organization for Migration (IMO). (2022). World Migration Report 2022. IseOlorunkanmi, J. O., Rotimi, M. E., Adebola, G. O., Lawal, A. I., Henry, N. L. C., & Adebisi, T (2021). Challenges in Nigeria’s education sector and the migration of Nigerian postgraduate students to South African universities. Cogent Social Sciences, 7(1). https://doi.org/10.1080/23311886.2021.1890897 Jameson, J. K., Huisman, J., Stensaker, B., & D'Antoni, S. (2017). Understanding students' choice of the higher education sector: Insights from European research into the decision-making of prospective students. Springer . Jie, Ren., Viju, Raghupathi., Wullianallur, Raghupathi. (2024). Exploring the Push and Pull Factors in Scientific Mobility. IEEE Transactions on Engineering Management , 71:14559-14570. doi: 10.1109/tem.2024.3453387 Laczko, F., Kim, I., & Redpath-Cross, J. (2017). Migration aspirations in the migration–development nexus. International Migration , 55(3), 3-10. McGill, A. (2018). Global migration trends and development. International Migration , 56(6), 5-24. Migali, S., & Scipioni, M. (2019). Who’s About to Leave? A Global Survey of Aspirations and Intentions to Migrate. International Migration , 57(5), 181–200. https://doi.org/10.1111/imig.12617 Muhammad, Y. U. (2021). The International Journal of Social Sciences World Irregular Migration and Security Challenges in North Western Nigeria: Trends, Issues and the Way Forward. The International Journal of Social Sciences World TIJOSSW , 03(1), 1–14. https://doi.org/10.5281/zenodo.4461738 National Universities Commission (NUC). (2019). Nigerian University System (NUS) Annual Statistical Digest 2016-2018 . https://www.nuc.edu.ng/nigerian-university-system-nus-annual-statistical-digest-2016-2018/ Ojo, Blessing, Pelumi, Oladejo., Bolade, Kehinde, Afolabi., Ayomide, Damilola, Osungbade., Princely, Chukwunenye, Anyanwu., Ikeme, Shaibu-Ekha. (2023). 1. Why move abroad? Factors influencing migration intentions of final year students of health-related disciplines in Nigeria. BMC Medical Education , doi: 10.1186/s12909-023-04683-6 Patricial (2023). 2. Awareness and International Migratory Intent Amongst Final Year Undergraduate Medical Students at the University of Ibadan. Developing Country Studies, doi: 10.7176/dcs/13-4-04 Piguet, E., Nassa, D., Ndiaye, E. H. M., Oumarou, A., & Wade, C. S. (2022). African students' emigration intentions: Case studies in Côte d'Ivoire, Niger, and Senegal. African Geographical Review , 41(1), 56–70. https://doi.org/10.1080/19376812.2020.1848595 Rebecca, D., Petersen. (2014). Merton, Robert K. 1-2. doi: 10.1002/9781118517390.WBETC051 SEEFAR. (2021). Migration intentions of Nigerian youth: Summary report. Retrieved from SEEFAR website: seefar.org/wp-content Taqiyeddine, Benfifi. (2024). Shaping de Facto Brain Drain A qualitative Enquiry of Push and Pull Factors of Emigration among Algerian Physicians Working Abroad . MAP social sciences , 40-54. doi: 10.53880/2744-2454.2024.5.40 UNESCO Institute for Statistics. (2021). The global flow of tertiary-level students. UNESCO Institute for Statistics . http://uis.unesco.org/sites/default/files/documents/fs55-global-flow-tertiary-level-students-2021-en.pdf Footnotes The term "demographic bulge" refers to a temporary increase in the proportion of a population in the working-age group due to high birth rates in the past. SEEFAR is an international organization focused on migration, human trafficking, and economic development initiatives. Desire refers to the initial emotional and cognitive inclination toward migration, often shaped by societal expectations and personal aspirations (King & Skeldon, 2010). Taro Yamane's formula is a statistical tool commonly used in social sciences for determining sample size, balancing precision and representativeness within a defined margin of error. Morgan and Kreuger (1998) provide foundational guidelines for focus group sizes, emphasizing the importance of having manageable group dynamics to foster participation and meaningful discussion. MAXQDA is a qualitative data analysis software used for coding, analysing, and visualizing textual and audio data. Pseudo-names are fictitious names used in qualitative research to protect participants' identities and ensure their confidentiality Additional Declarations The authors declare no competing interests. Supplementary Files Appendix.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7547413","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":510993463,"identity":"9bb2b5a5-652b-48df-99a7-f0964d5a7e89","order_by":0,"name":"Ifeanyi 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6","display":"","copyAsset":false,"role":"figure","size":64702,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eMost preferred destination country\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eSource: Authors’ Computation (2025)\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-7547413/v1/f92b57679fed958fc673c531.png"},{"id":90899087,"identity":"85ab8eda-6235-4851-ae7d-8477cae40d0f","added_by":"auto","created_at":"2025-09-09 11:57:16","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1420482,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7547413/v1/34c90cc0-cda9-42b1-9bde-236344ab3a47.pdf"},{"id":90897760,"identity":"548ae111-7624-4158-a09e-e700eea882d8","added_by":"auto","created_at":"2025-09-09 11:49:08","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":74990,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix.docx","url":"https://assets-eu.researchsquare.com/files/rs-7547413/v1/720e107adaa3fa71c6ef3d79.docx"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eDynamics of Migration Intentions among Final-Year Students in Selected Federal Universities in Nigeria\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe drain of skilled professionals, talented and educated young persons is a growing concern for most countries in the Global South, especially countries in Africa (Afolayan, Ikwuyatum, \u0026amp; Abejide, 2008), South America, and parts of Asia (Docquier, \u0026amp; Rapoport, 2012). Adeniran (2020) observed that the rapid rise of Africa\u0026apos;s young population, along with limited socioeconomic options, constitutes a short-term threat to the youth\u0026apos;s future. With approximately 60 \u003cem\u003eper cent\u003c/em\u003e of Africa\u0026apos;s 1.2 billion inhabitants being under the age of 25, projections suggest a staggering 180 \u003cem\u003eper cent\u003c/em\u003e increase by the end of the century, raising concerns about an excess labour supply (Piguet et al, 2022). Given these demographic bulges\u003ca href=\"#_ftn1\" name=\"_ftnref1\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e1\u003c/sup\u003e, migration trends have gained prominence, particularly, since the dawn of the 21st century, with the world witnessing several waves of migration at unprecedented level. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2021), young adults between the ages of 20 and 39 constitute the majority of international migrants, accounting for over 60 \u003cem\u003eper cent\u003c/em\u003e of all migrants worldwide. The focus on youth migration has intensified, as this young people are at a stage of life where future possibilities are open-ended. Moreover, they are considered better informed and possess higher levels of human capital than the general population (Efionayi \u0026amp; Piguet, 2014; McGill, 2018), which places them in a privileged position to plan migration.\u003c/p\u003e\n\u003cp\u003eA global survey of adults from 148 countries between 2007 and early 2010 reported that approximately 700 million individuals would permanently move to another country if given the opportunity (Migali \u0026amp; Scipioni, 2019). This indicates that more than 700 million people intend to migrate, in addition to the 281 million individuals already reside in countries other than their birthplace, as reported by the International Organization for Migration (IOM, 2022). In other words, more than three times the current number of international migrants have expressed their intention to leave their home country. In Nigeria, the rise in youth migration has become a growing concern in recent years, particularly with a projected number of nearly 100,000 students studying abroad in 2020 (ICEF Monitor, 2021). This trend raises apprehensions about brain drain and its adverse effects on national development, especially as final-year Nigerian students and recent graduates seeking better opportunities abroad form a significant portion of these migrants. \u0026nbsp;Interestingly, the rich global north nations actively pursue young talents by offering scholarships, getting skilled labour and putting a premium on the value of students as intellectual capital to economic prosperity and the knowledge-based economy. \u0026nbsp;Unluckily to the home country, scholars in these countries are also governed by various pull factors. \u0026nbsp; Considering that remittances typically provide financial and professional benefits, these factors lead to a significant degree of emigration inclination. Nigeria is one of the largest remittance receivers (IOM, 2022). Whereas the beneficial aspects of student migration have attracted significant attention, its disadvantages are beginning to appear. The increasing desire by Nigerian students to migrate post a serious concern that unless addressed, could be a major growth hindrance.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAlthough the concept of migration in Nigeria has been extensively investigated, very little is known about the motives of final-year students who plan to migrate to another country yet feel uncertain (Adebayo et al., 2015; Awire, 2017; Adebayo \u0026amp; Akinyemi, 2021). The SEEFAR (2021) report\u003ca href=\"#_ftn2\" name=\"_ftnref2\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e2\u003c/sup\u003e sheds light on youth migration, particularly in relation to COVID-19 and trafficking, yet it overlooks the distinct perspectives of students at the threshold of graduation and potential mobility. This group, still in the process of making migration decisions, differs from those who have already migrated. Other disciplines have been largely ignored in the research on student migration, which has mostly focused on medical students (Ojo et al., 2023; Patricial, 2023). \u0026nbsp;By examining the variables impacting students\u0026apos; aspirations to migrate at particular federal universities, this study fills this knowledge vacuum. The students from federal universities are selected due to the poor state of educational infrastructure and the challenging conditions under which they learn (Anyanwu \u0026amp; Ewhe, 2020). To achieve this, the study will address the following research questions:\u003c/p\u003e\n\u003col style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003eWhat are the drivers of the intention to migrate among final-year students in the selected federal universities?\u003c/li\u003e\n \u003cli\u003eWhat are the profile characteristics of students with migration intentions?\u003c/li\u003e\n \u003cli\u003eWhat are the common steps taken by Nigerian final-year students in preparing for their migration from the country?\u003c/li\u003e\n \u003cli\u003eWhat are the preferred destinations of the intending migrants, and what factors influence their choice of destination?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Theoretical framework","content":"\u003cp\u003eThe research is conducted within a Social Strain and Push-Pull framework. The Social Strain Theory developed by Merton describes the mechanism through which social pressures caused by the discrepancy between societal ambitions and the resources available to meet those expectations can push individuals to adopt adaptive migration as a coping mechanism (Petersen, 2014). On the one hand, a lack of career opportunities, a poor educational system, and financial pressure pose personal and social pressures to students, leading to migration aspirations (Kwok-bun \u0026amp; Pluss, 2013). This is complemented by the Push-Pull model developed by Lee, which instead positions migration decisions within the parameters of structural forces: push factors (e.g. low job opportunities, insecurity, lack of facilities) at home and pull factors (e.g. scholarships, perceived career benefits, quality of living environment) at destination alongside mediating obstacles (e.g. costs, visa restrictions) and personal attributes influence intentions (Lee, 1966; Shintawati \u0026amp; Suharman, 2023). The combination of the two theory clarifies the stages of migration intention, such as desire, plan, and the preparation. The stages of migration intention are illustrated in Figure 1. In the state of desire\u003ca href=\"#_ftn1\" name=\"_ftnref1\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e3\u003c/sup\u003e is a combination of political and economic push factors involving unmet social needs and emotional dissatisfaction. The planning process involves the staging of opportunities and constraints, as well as the alignment of international opportunities with goals. Finally, the preparation phase takes up foundations laid by the logistics readiness of Push-Pull Theory and coping responses of Social Strain Theory. It is within such an interrelation where this combination framework presents the dynamic interplay between psychological, societal, and systemic factors which helps us understand migration comprehensively, between intention and action.\u0026nbsp;\u003c/p\u003e"},{"header":"Data and Methods","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eResearch Design\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA concurrent mixed-methods research design that involved both quantitative and qualitative approaches was adopted to guide this study from inception to completion. \u0026nbsp;The results of both data sets are triangulated and integrated to provide a comprehensive understanding of the research question (Creswell \u0026amp; Plano Clark, 2017). This research design is suited for this study because it will not only unearth the general trends of migration intention but also make sense of migration intention in terms of the meanings that actors, in this case, final-year students, bring to it. Concurrent data collection enables the interpretation of quantitative and qualitative findings in relation to one another, potentially revealing relationships and patterns that would not be apparent using a single method approach (Creswell, 2003).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLocation of the Study\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research was carried out in two federal universities in Nigeria, the University of Benin (UNIBEN) and Obafemi Awolowo University (OAU), formerly University of Ife. The selection of these institutions was based on the fact that they have a high concentration of young migrants as categorized by UNESCO (2020). The two universities also reflect different mixed student populations, making it convenient to study migration intentions. OAU, which was founded in 1961 and renamed after Chief Obafemi Awolowo, is among the first federal universities in Nigeria. It is known as the center of academic and cultural works, with more than 32,000 students in 12 faculties. Likewise, UNIBEN, established in 1970, currently has a student body of over 60,000 and is also known to offer numerous and varied academic programs and to be focused on excellence. UNIBEN and OAU are closely situated to regions with high levels of youth migration in (IOM, 2022), further supporting the selection of these institutions in this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePopulation and Sampling\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe targeted population for this study was students in their last year of study in any programme in the chosen universities. Catching them at this point in their lives is imperative since they are at the most critical stage where they are shifting keys by learning and switching to the labour market and in that way, they would be greatly considering what career paths they want to follow including whether they should migrate. The research targeted potential migrants, whom, in our case, are only strictly students in their last years of their studies, to get an idea of their migration intentions and how their current migration intentions shape their imminent career and life choices. The computation of the sample size was determined using Taro Yamane\u0026apos;s formula\u003ca href=\"#_ftn1\" name=\"_ftnref1\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e4\u003c/sup\u003e:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"data:image/png;base64,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\" width=\"209\" height=\"88\"\u003e\u003c/p\u003e\n\u003cp\u003eThe sample size, N, e, and constant 1 were calculated using official school records from OAU and UNIBEN, with final-year students of 8,500 and 14,300 respectively, to maintain precision and representation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\" width=\"1105\" height=\"325\"\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative component of the survey used stratified sampling to ensure representativeness across different academic disciplines. Universities were divided into clusters, and final-year students were randomly selected from each. Two focus group discussions (FGDs) were conducted, each with 12 participants. Notably, Morgan and Kreuger\u0026apos;s (1998)\u003ca href=\"#_ftn1\" name=\"_ftnref1\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e5\u003c/sup\u003e and Krueger and Casey\u0026apos;s (2014) recommendations for focus groups were followed. A section in the KoboToolbox survey was provided for potential FGD participation. FGD participants were chosen based on their prior international travel or experience with international mobility to enhance the depth of insights.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Collection Procedure\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuantitative data was obtained electronically using a structured questionnaire encrypted on KoboToolbox. To ensure that only final-year students complete the questionnaire, the instrument added a screening question at the beginning of the questionnaire that asks participants to confirm their enrolment status. Specifically, the screening question asked participants to indicate their year of study, and only participants who selected \u0026quot;final year\u0026quot; were able to continue with the questionnaire. A pre-test of the instrument was conducted at a nearby university with similar characteristics to the main study sites (OAU and UNIBEN). The response was analysed to identify any unclear or ambiguous items in the instrument. After a preliminary analysis of quantitative data, the FGD was developed from the research questions to further explore some of the issues not captured by the questionnaire. The FGDs were employed to discuss the intention of final-year students to migrate and the factors influencing their intention. The FGDs were held based on gender and each session was facilitated by the researcher. All the FGD sessions were conducted electronically via telegram and each session lasted on an average of 1 hour. A focus group guide including both general questions to establish rapport with the participants and specific questions sourced from the research objectives was used for the FGDs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Analysis\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data obtained through KoboToolbox was downloaded, organised in Excel, analysed using the Statistical Package for Social Sciences (SPSS). Descriptive statistical analyses were performed, including frequencies, percentages, means, and standard deviations to summarize demographic characteristics and key variables. For the qualitative component, data collected from FGDs were transcribed verbatim and analysed using thematic analysis through MAXQDA software\u003ca href=\"#_ftn2\" name=\"_ftnref2\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e6\u003c/sup\u003e (see figure 5). The analysis followed Braun and Clarke\u0026apos;s six-step framework: familiarization with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. A codebook was developed containing code names, definitions, and example segments, which were organized by focus group speakers. The coding process employed both deductive (based on research objectives and interview guide). Themes were developed by grouping related codes, and the relationships between themes were explored to create a coherent narrative of findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthical Considerations\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn a study of this nature, there are many ethical considerations, and all of them were ensured during the whole research process. Prior to the commencement of this study, permission to conduct the research was formally requested and granted by the respective institutional authorities (OAU and UNIBEN). To ensure the confidentiality of the participants\u0026apos; identities and to provide them with a sense of anonymity, all the participants were informed about the aim of the research. Furthermore, practical steps were taken to protect the integrity of participants and to ensure that the study did not have a harmful impact on them. For instance, pseudo-names were used to identify the individuals whose narratives are quoted especially in the FGDs\u003ca href=\"#_ftn3\" name=\"_ftnref3\" title=\"\"\u003e\u003c/a\u003e\u003csup\u003e7\u003c/sup\u003e. The transcripts were completely anonymised before being uploaded to MAXQDA. Other ethical considerations were followed strictly as the study was given a clearance by the Institute of Public Health, OAU (HREC NO: IPH/OAU/12/2834).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSocio-demographics of Participants\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTable 1. Socio-Demographic Characteristics of Respondents.\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocio-Demographic Data\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (f = 389)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e19 \u0026ndash; 21\u003c/p\u003e\n \u003cp\u003e22 \u0026ndash; 24\u003c/p\u003e\n \u003cp\u003e25 \u0026ndash; 27\u003c/p\u003e\n \u003cp\u003e28 \u0026ndash; 30\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eReligion\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eChristianity\u003c/p\u003e\n \u003cp\u003eIslam\u003c/p\u003e\n \u003cp\u003eTraditional\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eEthnicity\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eYoruba\u003c/p\u003e\n \u003cp\u003eIgbo\u003c/p\u003e\n \u003cp\u003eHausa\u003c/p\u003e\n \u003cp\u003eOthers\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eUniversity of learning\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eOAU\u003c/p\u003e\n \u003cp\u003eUNIBEN\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eEmployment Status\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eEmployed full-time\u003c/p\u003e\n \u003cp\u003eEmployed part-time\u003c/p\u003e\n \u003cp\u003eSelf-employed\u003c/p\u003e\n \u003cp\u003eUnemployed\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eHousehold Size\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eSingle\u003c/p\u003e\n \u003cp\u003eDyad\u003c/p\u003e\n \u003cp\u003eTriad\u003c/p\u003e\n \u003cp\u003eTetrad\u003c/p\u003e\n \u003cp\u003ePentad or more\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eFamily Status\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eLower middle class\u003c/p\u003e\n \u003cp\u003eMiddle class\u003c/p\u003e\n \u003cp\u003eUpper middle class\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eMonthly Income\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eLess than 50, 000\u003c/p\u003e\n \u003cp\u003e50,000 \u0026ndash; 250,000\u003c/p\u003e\n \u003cp\u003e250,000 \u0026ndash; 500,000\u003c/p\u003e\n \u003cp\u003eMore than 500,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003cp\u003e211\u003c/p\u003e\n \u003cp\u003e103\u003c/p\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e154\u003c/p\u003e\n \u003cp\u003e235\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e328\u003c/p\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e109\u003c/p\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003cp\u003e169\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003cp\u003e245\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003cp\u003e173\u003c/p\u003e\n \u003cp\u003e172\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003cp\u003e242\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003cp\u003e310\u003c/p\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003cp\u003e104\u003c/p\u003e\n \u003cp\u003e184\u003c/p\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e14.6\u003c/p\u003e\n \u003cp\u003e54.2\u003c/p\u003e\n \u003cp\u003e26.6\u003c/p\u003e\n \u003cp\u003e4.6\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e39.6\u003c/p\u003e\n \u003cp\u003e60.4\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e84.3\u003c/p\u003e\n \u003cp\u003e14.1\u003c/p\u003e\n \u003cp\u003e1.6\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e28.0\u003c/p\u003e\n \u003cp\u003e17.0\u003c/p\u003e\n \u003cp\u003e11.6\u003c/p\u003e\n \u003cp\u003e43.4\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e37.0\u003c/p\u003e\n \u003cp\u003e63.0\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e3.6\u003c/p\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003cp\u003e44.5\u003c/p\u003e\n \u003cp\u003e44.2\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003cp\u003e3.1\u003c/p\u003e\n \u003cp\u003e12.9\u003c/p\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003cp\u003e62.2\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e14.1\u003c/p\u003e\n \u003cp\u003e79.7\u003c/p\u003e\n \u003cp\u003e6.2\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e16.0\u003c/p\u003e\n \u003cp\u003e26.7\u003c/p\u003e\n \u003cp\u003e47.3\u003c/p\u003e\n \u003cp\u003e10.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe socio-demographic data provides insight into the sample population\u0026apos;s composition and potential migration intentions. The majority of participants are 21-26 years old, aligning with higher education students or recent graduates. The affiliation of participants with specific universities, such as UNIBEN (61.2%) and OAU (38.8%), enables an overview of different institutional contexts, potentially revealing fine distinctions in migration intentions based on educational backgrounds or regional influences. The ethnic composition (Yoruba 28.0 percentage, Igbo 17.0 percentage, Hausa 11.6 percentage) reflects the multicultural background of the population of the study and the importance of regional and ethnic determinants of migration decisions. The presence of diverse employment statuses (most of the respondents being self-employed (44.5%) and unemployed (44.2%)) signals the socioeconomic differences. Family sizes, and incomes, indicate the multidimensionality of migration motivations, such as economic desires and family factors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMigration Intention among\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e\u0026nbsp;\u003cstrong\u003eFinal-Year Students\u003c/strong\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eParticipants rated their likelihood of migration intention on a scale from 1 to 5, where 1 indicates a low likelihood of migration intention and 5 indicates a high likelihood. This distribution of responses shows some respondents expressed a lesser desire to relocate once they graduate, whereas others expressed a greater willingness to relocate. The mean score was 3.67, suggesting that, on average, respondents exhibited a moderately positive inclination to migrate following graduation. This is further supported by the left-skewed distribution (-0.489), indicating a greater concentration of responses toward the higher end of the rating scale. This result shows the pervasive appeal of migration as a perceived pathway to better opportunities. The moderately positive inclination, coupled with a left-skewed distribution, highlights that migration is not just a minority aspiration but a significant trend among the majority of respondents.\u003c/p\u003e\n\u003cp\u003eNevertheless, as observed in the accompanying bar chart, although most respondents indicated a fair or good willingness to move, a significant percentage indicated they had little or no prior experience in a study or work-based trip overseas. Based on data, not many respondents indicated that they had travelled outside the home country, and such visits were not necessarily of a scholarship or vocational training nature, but rather leisure or short term commercial interests. This comparative isolation can affect their perception of migrations, many of whom will have a romanticized perception of the topic with little practical experience of trying to deal with the challenges of such moving. It also encompasses restrictions like financial restraints, visa issues, and the inability to reach international markets and opportunities that restrict them physically. Consequently, while the intention to migrate remains high, the actual ability to navigate the complexities of international relocation is limited, creating a significant gap between intent and feasibility\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDrivers of the Intention to Migrate Among Nigerian Final-Year Students.\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2. Percentage Distribution of Rationale for the Intentions to Leave Nigeria\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"596\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 423px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStatement\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 163px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePrimary reason for intending to leave Nigeria.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eThere are better prospects for my career advancement as a graduate abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e226\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e34.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eA better job awaits me if I choose to work/study abroad compared to working/studying in Nigeria\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e18.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eMy family will be financially better off with me working/studying abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e11.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eIt is important to have the experience of working/studying abroad at some point in your career\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e18.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 260px;\"\u003e\n \u003cp\u003eI will stand a better chance of escaping the political, economic and security tensions in my country if I migrate.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e17.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 423px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e662\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 87px;\"\u003e\n \u003cp\u003e100.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAs shown in Table 2, the data indicate that career advances are the main reason why Nigerian final-year students wished to leave the country. 34.1% of the respondents stated that they think there are better job opportunities in another country, 18.0% think that in another country their chances of getting a job are higher when studying there. The 17.5% of those who intend to move out of Nigeria are likewise driven by political, business, and security factors. Moreover, financial incentives of families and the necessity to acquire international experience also contribute to migration desires. The qualitative findings are congruent with the statistical findings, providing a broader view of the push-pull motivating the intentions to travel abroad among the final year students in Nigeria.\u0026nbsp;These interrelated drivers are further illustrated in Appendix Figure 5, which maps the network of economic, academic, and socio-political factors influencing migration intentions among final-year students. Indicatively, the economic reason behind the migration was a dominant phenomenon in the qualitative data. Some members stressed that they are sure that there are more professional opportunities, financial stability, and quality of life in advanced countries. These contribute as pull factors, and they attract students to study or work abroad. They further communicated the thought that relocating to countries that have more robust economies would enhance their chances of securing jobs with increased economic independence.\u003c/p\u003e\n\u003cp\u003e\u0026quot;Most of us (finalists) look at migration as a next step to make it. The systems overseas, though not perfect, offer better opportunities compared to what we have here.\u0026quot;\u0026nbsp;\u0026ndash; 24-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003eMoreover, students are increasingly attracted by the prospect of moving to industrialised countries, where they will have access to a wider range of professional pathways and higher job stability, both of which are typically missing in the local labour market. In Nigeria, economic phenomena, including unemployment and fewer opportunities at work, also serve to enhance the belief that migration is an alternative to a more secure future. Besides the economic issues, the qualitative data suggests the presence of intellectual aspirations, which are another strong impetus of migration plans among students. Participants expressed their dissatisfaction with the existing educational situation in Nigeria, which they explained by such factors as resource scarcity, outdated curricula, and overpopulation of classes. Most students see studying abroad as a chance to acquire a world-class education that can set them apart among their peers back home.\u003c/p\u003e\n\u003cp\u003e\u0026quot;Everybody has the degree that I have, I\u0026apos;m graduating with a BSC in psychology. The majority of people might have BSC psychology too. I wanna beat the competition in the market. It\u0026apos;s one reason why I would wanna study abroad, study abroad, come back because at least they\u0026rsquo;ll take my degree seriously that I\u0026apos;ve studied abroad.\u0026quot;\u0026nbsp;\u0026ndash; 25-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003eNigeria\u0026apos;s job market is saturated, making local degrees unattractive. Now students interpret overseas degrees as a means to boost \u0026ldquo;hirability\u0026rdquo; and \u0026ldquo;salaryability\u0026rdquo;. Many students are motivated to migrate through the need to enhance their academic life and the conviction that foreign education provides an advantageous leverage. Moreover, security issues and the desire to live in a more stable environment were also among the most significant qualitative findings. Some respondents spoke about the poor security situation in the country, which involves crime, political violence and economic problems, and has led many students to find alternative safer destinations outside the country. Notably, while the majority of respondents were willing to migrate, there were some students who were unsure about the necessity of migration. These students stressed the personal nature of their choice meaning that migration is not a blanket solution. The recognition of migration as individual choice illustrates student perspectives in their diversity. Although lots of individuals dream of getting out of Nigeria to pursue better opportunities and bask in sunshine, some of them are rather wary to evaluate the advantages and risks before taking such drastic life-altering step. Others disputed the belief that migration would lead to better options all the time, noting the importance of considering the long-term effects of migration.\u003c/p\u003e\n\u003cp\u003e\u0026quot;It\u0026rsquo;s something that you have to give a thorough thought to, it is not something that you just have to uh, jump into. So even if everybody\u0026apos;s migrating, I love to take my time to think about it very well.\u0026quot;\u0026nbsp;\u0026ndash; 24-year-old female final-year student.\u003c/p\u003e\n\u003cp\u003eThis warning is an extension of a larger truth that migration cannot be simply decided hastily. The students who are sceptical about migration talk about the challenges that have been experienced by the people who have migrated to other countries and got into issues like cultural change, feelings of isolation, and unmet expectations. These arguments offer some more middle-ground views on migration intentions, indicating that, as great as migration can sound to some, it is not without its additional richness and risks. The qualitative aspect of the data corresponds remarkably well with the tendencies already established in the quantitative data, as academic aspirations, financial considerations, and security issues proved to be the most significant incentives of emigration plans among the final-year students. More than 93 percent of students reported that they would like to migrate, primarily due to education, personality, and work opportunities. This migration propensity is confirmed with its migration likelihood score of 3.67. The qualitative data has confirmed these findings and added more weight to the subjectivity of migration decisions, the relevance of personal intentions in migration decisions and the importance of deliberation. Although the pull factors of a better paying economic opportunity and academic growth continue to be primary, by recognizing that migration is a highly personal choice with potential consequences and issues creates depth to the broader subject of migration intentions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuality of Education in Nigerian Universities and the Intention to Migrate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFig. 4 demonstrates that the overall satisfaction with the quality of education in Nigerian universities is low, emphasizing general educational experience, quality of teaching, facilities, course design, and employment opportunities as the critical areas of concern. The majority of students characterized their experience at university as being Fair or Poor and did not rate classroom teaching or academic training facilities favorably. 18.6% rated the relevance of the curriculum to the challenges of Nigeria as Good, 42.7% as Fair and 38.6% as Poor. There was also lack of confidence in a job after graduation, with 19.1 per cent reporting that they were not optimistic. These results indicate structural failures that can contribute to the desire to emigrate.\u003c/p\u003e\n\u003cp\u003eThe qualitative results illuminate more. For instance, course relevance, individual interest, course recognition rose as prominent parameters. It emerged during discussions that practical students like medicine are especially keen to migrate following low facilities and lack of career opportunities back home. Likewise, students studying foreign languages such as French, German, or Portuguese are likely to move to places the language skills are more sought after. These results indicate the significance of both educational and professional possibilities in forming migration decisions, especially regarding the academic disciplines with the perceived insufficient support or appreciation in Nigeria. Comparatively, as there are courses that aid the ambition to relocate, there are also courses that are mentioned in the discussion, as falling into the category (like Law) to which persons are required to remain in Nigeria to practise this field, as it concerns itself with the laws of Nigeria. Notwithstanding, migration intentions among Nigerian university students are often driven by the desire to pursue advanced degrees or greener pastures abroad, often linked to prestige, status, and better opportunities. This indicates that the decision to migrate is not always based on the current academic programme students are pursuing but also informed by the additional goals and desires to acquire new experiences in favourable conditions on a larger scale.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePre-Migration Planning: Common Steps Taken by Nigerian Final-Year Students\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Table 4. Percentage Distribution of Preparatory Measures for Migration\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"667\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 482px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStatement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePer cent (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eHave you researched the costs associated with studying abroad in your preferred destination country?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e216\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e55.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e172\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e44.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eCollected information about moving abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e256\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e66.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e34.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eContacted friends/relatives abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e209\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e53.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e46.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eMade contact with a foreign institution (via mail or phone)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e139\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e35.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e249\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e64.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eApplied for education or scholarship abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e153\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e39.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e235\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e60.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eAttend training here in Nigeria specifically to prepare for living or working abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e72.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e283\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e27.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eLearned a foreign language aside from English\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e148\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e28.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e240\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e61.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eRegistered or taken international entrance examinations University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e29.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e275\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e70.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eCollect information on government policies or immigration requirements that may impact my decision to migrate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e209\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e53.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e46.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 415px;\"\u003e\n \u003cp\u003eGathered the resources it would take for me to pass the qualifying exams and practise abroad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e38.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e239\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e61.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe pre-migration planning process among Nigerian final-year students\u0026rsquo; reveals mixed preparedness for relocation. The percentage of students who have not yet managed to accumulate the necessary resources needed to move is high and 61.6% claim to have not pooled together resources needed to meet the requirements of studying or working in a foreign country. It means that the majority of students are at the first stage of migration process, without specific intentions and resources available. Finance preparations show that a great number of students remain unsure how to finance their learning. Two-thirds of students have gathered data on emigration to another country, and 55.7 percent have researched the cost of attending school in their ideal destination. Nevertheless, the cost of migration is a primary issue, as most individuals fund their trips out of their own funds, family, or scholarship support. 31.4% voiced their willingness to consider irregular migration when insufficient resources are presented. Although they face financial and logistical restrictions, a number of students have been proactive when it comes to migration preparation, with 58.3% of the participants reaching out to friends or family in other countries and 39.4 percent seeking foreign scholarship or educational opportunities. However, fewer students have taken more formal preparatory measures, suggesting that many students are cautious about going into debt for education abroad. Students in FGDs shared their experiences and views, emphasizing the importance of assessing personal financial resources and family assistance. They also pointed out the importance of dealing with language proficiency issues, adapting to foreign cultures, and acquiring foreign languages, especially those of the Asian forms, such as those in South Korea.\u003c/p\u003e\n\u003cp\u003e\u0026quot;\u0026hellip;study or read about the country of choice, like where you want to migrate to, where you intend to migrate to, read about the country and then know the process by which you get your visa in order not to migrate illegally because there are dangers that come with migrating illegally. So it\u0026apos;s better to go legally.\u0026quot;\u0026nbsp;\u0026ndash; 24-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003eAlso, the respondents highlighted the need to familiarize themselves with the visa procedures and the legal aspects concerning migration. Others were raising concerns regarding the dangers of irregular migration and possible hazards to travel illegally. The need for clarity about their purpose for migration, especially in terms of furthering education, was a common theme. This corresponds to quantitative data, as the notable importance of visa costs and migration conditions research was also expressed by respondents. Moreover, to mitigate risks and secure a successful migration process, interested participants have expressed the importance of establishing contacts with individuals who have already established residencies, known as a \u0026ldquo;Diasporic link\u0026rdquo;. They also emphasized the importance of relying only on trusted sources so that to not fall into any scams or fraud. These relationships were believed to provide the necessary information about the visa application process, and that some countries tend to limit the work opportunities of student visa owners.\u003c/p\u003e\n\u003cp\u003e\u0026quot;There are lots of people that have been duped because they want to migrate. So, I feel getting the right connections is necessary. I am looking for a person who has left this country, give me your \u0026apos;connect,\u0026apos; let me use your connect. At least you can vouch for this person. I think that\u0026apos;s the best thing for me.\u0026quot;\u0026nbsp;\u0026ndash; 23-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003eIn addition, other key step taken by participants in preparing to migrate was the necessity of looking into potential government benefits such as scholarships understanding the costs connected with obtaining a visa and satisfying all the needed migration conditions. These qualitative insights situate themselves alongside quantitative findings which indicate that although a good number of students are actively researching migration opportunities, there is still some disengagement in terms of personal contacting of foreign institutions or acquisition of the resources required. Moreover, both quantitative and qualitative findings regarding financial aspects and familiarity with the visa procedures are being emphasized. But the quantitative also indicates that not all respondents have access to the available resources and language competences, an aspect that is not directly represented in the qualitative results.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFinancing and Perceived Hindrance to Migration Preparations.\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn terms of students\u0026rsquo; financial situation in relation to the proof of funds required to support themselves, a significant number of students 137 representing 35.3% of the total (6), stated that they are currently in the process of securing the necessary financial resources to sustain themselves in their intended destination. This shows that these people are actively attempting to meet the financial requirements and are making efforts to obtain the necessary funds. The majority of 188 students, or 10.1%, lack the necessary financial resources to support themselves in their desired destination, indicating a significant financial challenge. They may need to explore alternative funding options. However, a small percentage of students, 39, have enough money to cover living expenses and other costs, indicating that a small percentage of participants are financially prepared. In relation to the proof of funds requirement, 24 respondents (6.2% of the total) did not submit a valid response or did not specify their financial condition.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNotably, the funding situation of the Nigerian final-year students on the brink of international migration is also illuminated by the qualitative data. A common theme of the discussions is the financial strain of covering the cost of the proof-of-funds requirement. Several students pointed out that large amounts of money were required to meet living costs and obtain visas, passports, and other travelling documents. Those who cannot afford to fund themselves through self-financing, then family and friends, or agencies serve as common sources of borrowed funds. But this is usually accompanied by some burden of repayment schemes when loans are accompanied by high interest rates. Responding to financial strains, interviewees reported a strategy of seeking out funding avenues to meet their financial needs. They are using family payments, pre-migration employment, and, in other cases, secured loans. Some students expressed uncertainty about the feasibility of these measures, pointing to the risk and stress involved in loan dependency.\u003c/p\u003e\n\u003cp\u003e\u0026quot;There are specific amounts for each country that you must have in your bank account\u0026hellip; Even if it\u0026apos;s a scholarship, there\u0026apos;s still a specific amount you must have like when you migrate.\u0026quot; \u0026ndash; 22-year-old female\u0026nbsp;final-year student.\u003c/p\u003e\n\u003cp\u003e\u0026quot;So aside from scholarship, they should be able to sustain themselves in terms of their standard of living. You know, it is not you giving them a scholarship, but when they get there how they\u0026apos;re going to be coping with the economics of that, um, particular country.\u0026quot;\u0026nbsp;\u0026ndash; 24-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003e\u0026quot;The courses that you\u0026apos;ve done in Nigeria might not be enough. So, when you get there, you just have to start afresh or take new courses to fit into their educational level.\u0026quot; \u0026ndash; 28-year-old male final-year student.\u003c/p\u003e\n\u003cp\u003eIn addition to the financial barriers, educational barriers were also noted by the FGDs as an impediment to migration. Several participants observed that they had to take standardised tests or acquire extra qualifications in order to relocate to specific nations. Such requirements as IELTS or SAT were considered to present an important barrier to many, especially on account of their financial costs and the difficulties of scoring necessary points. Some participants also stated that a degree acquired in Nigeria might not be recognized as per the academic requirements of the destination countries, and further studies or certification would be required after arrival. This align with the quantitative data, which reveals that 48.4% of the respondents have limited financial resources, and the qualitative accounts add context by demonstrating what students thinks about coping with those exigencies. In combination, the data indicates the dual burden of financial and educational limitations, which emphasizes the necessity of viable funding channels, personalized guidance, and support of the potential migrants. Moreover, the qualitative data provides insights into other obstacles, including the global shifts of power, poor images, visa and immigration policies, cultural and social adaptations, and educational needs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePreferred Destinations of the Intending Migrants and Factors that Influence Their Choice of Destination.\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFigure 6 revealed that the most preferred nations for migration are Canada, the United States, the United Kingdom, and Australia. The remaining countries, despite earning lower preferences, show a level of interest among students. It is imperative to mention that these preferences can be shaped by many various factors, such as educational opportunities, career opportunities, lifestyle, cultural specifics, as well as immigration laws in specific countries. Besides the most preferred countries, the data shows different levels of attraction to the remaining countries. Germany, the Netherlands, France, Sweden, Switzerland, Spain, South Korea, South Africa, Singapore, Russia, Oman, Norway, Luxembourg, Japan, Ireland, Finland, Dubai, Cyprus, and China are among these countries. Each of these countries received responses ranging from 1 to 10, indicating a relatively lower preference compared to the top preferred countries. The data also indicates that most respondents prefer to move to their desired destinations to enjoy high-quality living and socio-economic development.\u003c/p\u003e\n\u003cp\u003eThe focus group discussions also indicate that the US, Canada, Australia, and Western Europe are favored countries of migration among students because of scholarships, international student opportunities, and less pressure in the labor market. Asian countries like Japan and South Korea are also sought after for their high-quality education, technological advancements, and cultural experiences. South Korea\u0026apos;s popular culture, including \u0026quot;K-drama,\u0026quot; attracts students due to its organized environment. In post-migration, countries such as France and Germany are flexible in their language requirements which attracts post-migration students. Besides scholarships, destination choice is also affected by economic factors such as the cost of living.\u003cem\u003e\u0026nbsp;\u003c/em\u003eStudents expressed concerns about how they would sustain themselves financially in their chosen countries:\u003cem\u003e\u0026nbsp;\u003c/em\u003eIn terms of convergence, both analysis from the survey and focus group discussion show that Canada, the United States, the United Kingdom, and Australia are the most popular destinations for migrants among respondents. Furthermore, both analyses show a level of curiosity in other countries, albeit to a lower amount. While these countries dominate preferences, other destinations such as Germany, the Netherlands, France, and South Korea also garner interest, reflecting a broader spectrum of migration aspirations. Collectively, the analyses highlight that educational opportunities and scholarships are not the only reasons that determine the choices made by students; the economic factors and cultural experiences also play a vital role.\u003c/p\u003e"},{"header":"Discussion of Findings","content":"\u003cp\u003eThe result of this research provides insight into the migration intentions of final-year students at selected federal universities in Nigeria. It also revealed the factors impacting the intention to migrate, as well as the preferred destination of intending migrants and expectations from these destination countries. The results indicated that the desire to migrate due to economic and academic reasons was felt by most of the final year students, with approximately 93.6 percent stating that they indeed desired to study abroad. This desire is driven by motivation that includes further education, personal growth, and exposure to opportunities. It also demonstrated a relatively positive predisposition towards migration, with a mean rating of 3.67 on the likelihood of migration scale. Migration was viewed as a personal decision influenced by one\u0026apos;s own agency and circumstances. This, however, concurs with Carling and Collins\u0026apos;s (2018) findings, which demonstrated that people\u0026apos;s general life objectives can be major determinants that directly or indirectly drive migration.\u003c/p\u003e\n\u003cp\u003eOstensibly, most final-year students who have aspirations for a better life, improved career opportunities, or personal growth, consider migration as a means to achieve those goals. In synergy with the Afrobarometer (2021) report in Nigeria which found that the most common reasons cited for considering moving abroad are to find work (35%), to escape economic hardship/poverty (31%), and to pursue better business prospects (10%). However, findings of the study revealed that career advancement and academic motivations are major factors influencing migration intentions as against the few cited pursuing an education (6%) by Afrobarometer. Nevertheless, it was also discovered that, while most students want to leave based on the outlined factors above, current concerns about social issues such as racism, transgender, and other related issues prevalent in other parts of the world have made students reconsider their desire to study abroad, as they may face potential challenges in a different cultural and social context.\u003c/p\u003e\n\u003cp\u003eThe findings of the research also show that final-year students had a negative impression of the quality of education in their institutions. They gave their experience, classroom instruction, and academic training facilities fair or bad ratings. There were also concerns about the relevance of the curriculum and confidence of students at finding work upon graduation. Practical courses and disciplines lacking opportunities or value in Nigeria as well as the weak education system were identified as motivating factors for considering studying abroad. This speaks to several empirical works that have been carried out in Nigeria as regards education and migration (Iseolorunkanmi, 2021; Muhammed, 2021). The desire for higher degrees and accompanying status also influenced migration intentions. These findings support what Ikuteyiju (2020) calls migration as a survival strategy. He went on to state that most Nigerian universities, particularly public universities, fall short of the ideal benchmark for unlocking individual potential, prompting a substantial number of students to explore migrating as a means of escape.\u003c/p\u003e\n\u003cp\u003eThe data demonstrate that these students took a number of proactive steps to gain knowledge and prepare for the move. \u0026nbsp;They studied costs, obtained information, and contacted friends and family in different countries. \u0026nbsp;However, there is less interest in directly contacting foreign colleges or taking international entrance exams. \u0026nbsp;Furthermore, just a small proportion of respondents had amassed the requisite resources for migration or learned a language other than English. \u0026nbsp;The results of the conversations are consistent. \u0026nbsp; Before traveling, students emphasized the need of gathering information, conducting research, and selecting appropriate educational institutions. They also emphasise the importance of understanding visa processes, legal requirements, and the dangers of irregular migration.\u003c/p\u003e\n\u003cp\u003eFurthermore, establishing links with people who have already relocated is also considered important for ensuring a legitimate and secure migration process. As adopted by the Gallup World Poll and others, the need to know the actions taken by potential migrants aligns with additional questions asked about the plans and preparations to migrate (Laczko et al., 2017). \u0026nbsp;It is crucial to note that, while migration intentions change over time, migration plans may not always materialise. However, a comprehensive awareness of all of the actions taken by this potential migrant (final year students) aids in distinguishing between students who dream of living abroad and those who genuinely intend and are prepared to leave in the near future.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study supports the Social Strain Theory and the Push-Pull Theory of Migration, which suggest that societal constraints and inability to achieve success through legal means cause psychological stress, driving migration. In the case of Nigerian students, the lack of congruence in social norms and local opportunities results in financial strain, where migration is the sole alternative to financial prosperity or a dream career. The Push-Pull Theory of Migration developed by Lee, argues that migration is caused by economic imbalance, political unrest, and societal weakness in the sending countries, yet enhanced by better employment opportunities in the receiving countries, political stability, and educational infrastructure in the immigration-hosting nations in migration. The interplay of these theories can explain why the Global North countries (Canada, the United States, the United Kingdom, and Australia) are the favoured destinations for potential migrants. They provide more education, work and scholarships, thus they fulfil the aspiration of the students to get rid of the structural and psychological limitations that exist in Nigeria.\u003c/p\u003e\n\u003cp\u003eIn synopsis, this paper confirms the argument by Carling and Collins (2018), that there are societal institutions and goal systems of people that shape the intent of migration. It adds to the previous argument availed by Jameson et al. (2017, p.71), who say that the fact that certain countries offer cheaper educational opportunities compared to others is always going to influence the way destination decisions happen. Moreover, the findings from both the quantitative and qualitative data provided comprehensive insight on final-year students\u0026apos; propensity for migration. Economic factors, personal aspirations, dissatisfaction with the quality of education, and the pursuit of higher degrees emerge as influential factors. In these process of migration, some key elements are required, these include and not limited to financial analysis, information collection, visa procedures, and legal considerations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe use of a mixed-method approach to student migration intention issues provides robust data from the quantitative and qualitative mix, especially the use of FGD to obtain in depth information. However, due to resource constraints, the study focused on only two federal universities, which may not fully represent the broader student population across Nigeria. Furthermore, the study\u0026apos;s conclusions are based on the Nigerian context and are limited to final-year students. Despite these limitations, the study provided useful insights into migration intentions among Nigerian final-year students.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study concludes that there is a strong inclination among final-year students to migrate for both economic and academic reasons. Their migration intentions are shaped by a complex interplay of economic factors, personal aspirations, academic considerations, and desired destinations. Final-year student\u0026rsquo;s express dissatisfaction with their academic experience. Since there is an option for these students to follow the illegal route, there is a need for the Nigerian government to have an intense drive to improve education quality by improving facilities and ensuring curriculum relevance in order to better prepare final-year students for their careers. Also, this intervention will solve the increased shortage of skilled labourers in the country. Consequently, the need to strengthen international partnerships and collaboration between Nigerian universities and institutions in destination countries become imperative. This can promote student exchange programmes, joint research projects, and scholarship opportunities, exposing students to international experiences without requiring permanent migration. The lure of studying abroad may be reduced by boosting international options within Nigeria.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAdebayo, A., \u0026amp; Akinyemi, O. 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Migration intentions of Nigerian youth: Summary report. Retrieved from SEEFAR website: seefar.org/wp-content \u003c/li\u003e\n\u003cli\u003eTaqiyeddine, Benfifi. (2024). Shaping de Facto Brain Drain A qualitative Enquiry of Push and Pull Factors of Emigration among Algerian Physicians Working Abroad\u003cem\u003e. MAP social sciences\u003c/em\u003e, 40-54. doi: 10.53880/2744-2454.2024.5.40\u003c/li\u003e\n\u003cli\u003eUNESCO Institute for Statistics. (2021). The global flow of tertiary-level students. \u003cem\u003eUNESCO Institute for Statistics\u003c/em\u003e. http://uis.unesco.org/sites/default/files/documents/fs55-global-flow-tertiary-level-students-2021-en.pdf\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e The term \"demographic bulge\" refers to a temporary increase in the proportion of a population in the working-age group due to high birth rates in the past.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e SEEFAR is an international organization focused on migration, human trafficking, and economic development initiatives.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Desire refers to the initial emotional and cognitive inclination toward migration, often shaped by societal expectations and personal aspirations (King \u0026amp; Skeldon, 2010).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Taro Yamane's formula is a statistical tool commonly used in social sciences for determining sample size, balancing precision and representativeness within a defined margin of error.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Morgan and Kreuger (1998) provide foundational guidelines for focus group sizes, emphasizing the importance of having manageable group dynamics to foster participation and meaningful discussion.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e MAXQDA is a qualitative data analysis software used for coding, analysing, and visualizing textual and audio data.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e Pseudo-names are fictitious names used in qualitative research to protect participants' identities and ensure their confidentiality\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Obafemi Awolowo University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Japa syndrome, Migration intentions, Susceptibility, Global North, Student migration","lastPublishedDoi":"10.21203/rs.3.rs-7547413/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7547413/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe limited investment in education by the Nigerian government, coupled with scarce job opportunities and worsening economic conditions, has left many undergraduates struggling to complete their studies. As a result, final-year students increasingly consider migration (\"Japa\") as a pathway to better career prospects and financial stability. This study investigates the intensity of migration intentions, contributing factors, and preferred destinations among Nigerian final-year students. A concurrent mixed-methods design employed FGDs with 30 participants and structured questionnaires administered to 389 students. Qualitative data were also analyzed using thematic analysis in MAXQDA; quantitative data were processed with descriptive statistics in SPSS. The findings indicate that 93.6% of respondents intend to migrate, citing economic challenges, career opportunities, intellectual aspirations, and diaspora links. Dissatisfaction with the quality of education and a perceived lack of return on skills in Nigeria further fuel intentions; safety concerns and a competitive job market amplify these inclinations. Many respondents reported preparatory steps, but financial barriers, especially securing proof of funds, remain a major hindrance to migration. A minority prefer to remain in Nigeria, reflecting personal choice in migration decisions. The study concludes migration is perceived as a viable strategy to escape hardship and secure opportunities, but visa restrictions and personal commitments constrain actual mobility. These findings underscore the need for policymakers and institutions to address root causes and create conditions that encourage talent retention in Nigeria.\u003c/p\u003e","manuscriptTitle":"Dynamics of Migration Intentions among Final-Year Students in Selected Federal Universities in Nigeria","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-09 11:33:03","doi":"10.21203/rs.3.rs-7547413/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"eb9cddb3-f8cd-41a3-b611-15036ac3c53f","owner":[],"postedDate":"September 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":54430362,"name":"Sociology"},{"id":54430363,"name":"Anthropology"}],"tags":[],"updatedAt":"2025-09-09T11:33:04+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-09 11:33:03","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7547413","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7547413","identity":"rs-7547413","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}