Game Theoretic Analysis of School and Family Decision-Making in the Context of China’s after-School Services after the Double Reduction Policy
Lijuan Hu *
School of Mathematics and Finance, Hunan University of Humanities, Science and Technology, Loudi Hunan, 417000, P.R., China.
Qiao Qiu
School of Mathematics and Finance, Hunan University of Humanities, Science and Technology, Loudi Hunan, 417000, P.R., China.
*Author to whom correspondence should be addressed.
Abstract
This paper employs game theory to dissect the interactions between schools and families in the provision and uptake of after-school services, particularly in the wake of China’s ”Double Reduction” policy. Through an in-depth survey conducted in Loudi, Hunan Province, we find that the importance of educational outcomes, cost implications, resource allocation, and parental satisfaction as the determinants of participation in after-school services. The static and dynamic game analyses elucidate the decision-making complexities, highlighting the Nash equilibrium where both schools and families opt to participate in services, indicating a mutual recognition of benefits. Our findings suggest that clear communication, strategic policy support, and community involvement are pivotal for optimizing after-school services. Our research offers actionable insights for policymakers and educational stakeholders, advocating for a balanced approach that considers both the immediate and long-term interests of students, families, and schools.
Keywords: After-school service, game theory, school and family, static and dynamic game analyses