Students’ Reasons for Participating in International Teaching and Learning Settings in Adult Education Degree Programmes

Abstract

Based on the assumption that international perspectives play a rather minor role for adult education students in their studies, this paper researches the reasons for participating in international teaching and learning situations during their studies. The paper draws on data from 22 interviews with graduates of three master’s programmes with a focus on adult education at the Universities of Würzburg, Belgrade, and Florence. Based on this data, the reasons for participation include academic, career-related, personal, social, and language-related aspects as well as external circumstances. These reasons indicate starting points for adult education programmes to promote the engagement of their students with international, intercultural, and global perspectives. This can help tailor international teaching and learning settings to students’ needs and requirements.