This paper investigates the role of self-concept and perceptions of academic performance in shaping university students’ choice of educational institutions, as well as the factors that influence these decisions. Various empirical studies have examined this topic, identified key determinants and reflected the aspects and expectations that students prioritize when making decisions about their academic future. In this study, we utilized scientific databases to filter through thousands of papers, ultimately selecting 225 articles that were directly related to decision-making processes in education. Out of these, we have cited 60 publications that offer significant insights relevant to our research. Moreover, we identified 20 empirical studies that specifically analyse the factors that influence students’ decision-making processes, based on data gathered through questionnaires and interviews. To further explore students' career aspirations and understand the factors influencing their choices, we focus on several key variables. These include students' self-perception, self-confidence, and personal development. We also assess how external factors, such as socioeconomic conditions, family expectations, and educational environment, may impact these decisions. By examining these elements, we aim to uncover how such influences contribute to students' educational and professional trajectories. This study seeks to clarify how diverse influences, particularly those experienced during adolescence, shape individuals’ personal growth and career pathways. In addition, it aims to identify any gaps in existing research, especially with regard to international practices and trends, thereby contributing to the broader understanding of student decision-making in higher education.

This study seeks to examine the attractiveness of higher education institutions as community spaces for students and the significance of the services they provide. It aims to explore students’ perspectives on planning their long-term futures, particularly in assessing whether the university environment serves as a stronger influence than their place of origin or family background. The role of the university is particularly significant if it is located outside the student’s town of origin, so the student’s decision to attend a particular institution is not necessarily based on the specific undergraduate program or the prestige of the university. The study combines a review of the national and international literature with an empirical investigation, utilizing a questionnaire survey to analyze students’ decision-making processes. Many students perceived the university as a transitional “island”, offering a temporary space to inhabit before embarking on their future careers. The degree obtained serves as a “passport” to professional opportunities, while the university experience provides a unique community environment and represents a significant step toward independence and separation from familial influence. These findings hold particular relevance for universities, which are continually redefining their roles in response to changing student expectations. Many students view the university not merely as a site of learning but as a precursor to adulthood and a foundational space for personal growth. This study addresses a gap in the existing literature by focusing on the appeal of universities as local hubs and comparing their influence to the retaining power of family ties, offering insights for student development.