Literature Review Introduction This section of the report contains a review of previous research works that have explored the study topic. Particularly, the articles sampled in this review highlight the role of student attitudes towards educational tourism, differences in law between the UK and China, their impact on educational programs and the effects of high costs of education on educational tourism. However, before delving into the details of these areas of analysis, it is vital to note that this literature review is contextualised within the main tenets of the research questions, which focus on investigating trends in Chinese and British educational tourism, understanding the effects of intrinsic factors (such student motivation) on educational tourism, examining the role of external conditions, such as social conditions and legal framework, on educational tourism in China and the UK and identifying possible solutions that would improve educational tourism standards in the United Kingdom (UK) and China. The first area of analysis centres on understanding the attitudes of Chinese and British Students towards educational tourism. Attitudes of Chinese and British Students towards Educational Tourism Educational tourism is partly a product of student attitudes towards learning and their experiences in the classroom setting (Muthanna & Miao 2015). However, this area of research has been poorly explored because of the inadequacy of research studies to understand its implicit attributes, such as student motivation. However, overriding this concern is the belief that seeking overseas education would improve the learning outcomes of students who engage in educational tourism and by extension, the opportunities to advance their careers (Özoğlu, Gür & Coşkun 2015). These beliefs and perceptions about learning could be influenced by several factors relating to the learning environment but culture is deemed one of the primary forces of influence (Gavin 2018; Yuan 2018). Culture affects student perceptions about educational tourism, including what they deem useful to their educational pursuits, or not (Gavin 2018; Yuan 2018). Although largely seen to be positive, student attitudes encompass different emotions relating to the learning process, including their behaviours and values (Muthanna & Miao 2015). In turn, their thinking patterns and behaviours are influenced by the same force (culture) and their learning outcomes shaped through their interactions with it. Based on the influences of these attitudes on student learning outcomes, the success of educational tourism largely depends on the beliefs about travelling abroad to seek quality education, as opposed to the acquisition of specific knowledge that relates to it (Gavin 2018; Yuan 2018). Several research studies have pointed out that students’ attitudes could significantly affect the outcomes of educational tourism by influencing the willingness of learners to acquire new knowledge and respond to associated challenges (Perry, Lubienski & Ladwig 2016; Auger, Abel & Oliver 2018; Burton, Ma & Grayson 2017). Therefore, their level of engagement and interest in educational tourism could be significantly affected by the same factors. Without a