Policy DNA: A Triaxial Framework (Themes, Instruments, Evaluation) for Decoding China’s Study-Tour Policies

Abstract

This study decodes the “policy DNA” of China’s study-tour sector by analysing nine central-level policy documents (2013–present) using text mining, policy-instrument coding, and the PMC index. The findings indicate a transition from fragmented pilot programs to a more mature, student-centred, curriculum-integrated governance system. Capacity-building and advisory tools are predominant, mandates serve as safeguards, and an average PMC score of 6.55 signifies robust yet improvable coherence. Several key deficiencies remain: an unclear evaluation system, insufficient incentives, weak timeliness, and limited inclusivity. Recommended reforms include integrating experiential learning and evaluation, implementing tiered performance-linked incentives, promoting unified cross-sector coordination, and adopting phased roll-outs with stakeholder engagement. Methodologically, the study advances policy research by combining quantitative and qualitative approaches, enabling systematic deconstruction and empirical comparison of policy evolution, surpassing previous single-case or purely qualitative studies. Although grounded in China’s context, the framework and recommendations offer transferable insights for countries aiming to align educational and tourism objectives, balance heritage preservation with innovation, and foster equitable access.