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Universiti Brunei Darussalam has been fostering the study of foreign languages in Brunei to expand their undergraduates’ accessibility in the job market and overall give them equal opportunities to have a quality foreign language learning experience. This paper is a critical analysis of past studies by Ainol and Isarji’s (2009) on foreign language learners at Universiti Kebangsaan Malaysia (UKM), and Universiti Teknologi MARA (UiTM), and Farhana’s (2019) study on Universiti Brunei Darussalam’s (UBD) foreign language learners’ motivation. A focused investigation at how different motivation types, namely intrinsic, extrinsic, instrumental, and integrative, affect foreign language learners at the university level in Brunei Darussalam and Malaysia. A pattern observed in Brunei and Malaysian universities is that intrinsic motivation is the foundation of foreign language learning. Bruneian undergraduates are learning out of interest, and their Malaysian counterparts are learning because they enjoy the experience. While the university's language policy determines the number of students learning a foreign language each semester, the outcome is still highly dependent on the student's motivation to learn the foreign language.

The study systematically analyses the path dependency and path-shaping of borrowed education policy, tracing it from the global through the national to individual schools. It also revisits the case schools after five years to map the school level policy paths.

Recently, path-dependency heuristics have drawn attention in predicting educational policy trajectories. However, these studies are primarily theoretical, and those empirical studies do not capture what happens at the school level. This paper fills the research gap by presenting a model that synthesises the research from diverse fields and is informed by findings from a longitudinal case study of educational outsourcing in public schools in Hong Kong and Korea.

The findings highlight path dependency interactions across educational levels diachronically and synchronically, while aptly incorporating the creative ways school leaders exercise their agency therein. The paper concludes with new insights into policy trajectory and education outsourcing.

The study substantiates and extends previously suggested theoretical models on the paths of travelling educational policies and identifies the factors that shape the paths. It also sheds light on how school leaders navigate the structures that constrain their actions or create a new path and pursue their educational goals.