Game Theoretic Analysis of School and Family Decision-Making in the Context of China’s after-School Services after the Double Reduction Policy

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.