Dual Education Research Articles

Creative potential of future social workers: formation in the dual form of education

The development of the national social sector, its progressive ideas are largely ensured not only by professionalism, but also by the creative activity of social workers in the performance of professional functions and the realisation of social expectations of the society. The content of creativity in the implementation of social work technologies is revealed in the following qualities of a specialist: creativity, the ability to successfully combine valid, time-tested and experienced effective ways of working with non-traditional methods of work. The latter are formed only under the influence of effective organisation of the practical component of the educational process. The article analyses the possibilities of developing the creative potential of social workers through the organisation of practical research as part of course and qualification work, as well as during project activities. Attention is focused on the extent to which student research based on real-life practical situations can contribute to the development of creativity and professional competence. The authors note that creativity and practical research are unknown structures and require a tolerant attitude to uncertainty. It is noted that uncertainty can be overcome by taking into account the conditions: the problem and obstacles to its solution are determined by clear criteria obtained through empirical research; when conducting student research in the framework of dual education, attention should be paid to certain conditions that provide students with a reliable basis. It is stated that the possibility of acquiring the creative potential of a specialist and providing simple research tools and strategies is possible through expanding students' practical capabilities and supervisory support for research projects with elements of reflection and feedback from the teacher.

Dual training and adult education in agricultural vocational training

The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed by the VET based on legal compliance and is mainly based on the documentation system. The international outlook shows a market-based cooperation model.

THEORETICAL AND METHODOLOGICAL REGULATORS OF THE PROBLEM OF DUAL EDUCATION FACILITATION IN THE SYSTEM OF HIGHER PROFESSIONAL EDUCATION

The article is devoted to the study of the possibilities of using facilitation technology to improve the quality of dual education, the implementation of which in the system of higher professional education is experiencing serious difficulties. On the basis of the research it is concluded that the organisation and implementation of dual education requires strategies that help to meet the interests and needs of all subjects of the educational process. At the same time, the potential of facilitation technology in improvingthe quality of dual education in pedagogical science is not disclosed. In this regard, the aim of the study is: to determine the theoretical and methodological regulators of the problem of dual education facilitation in the system of higher professional education. To achieve this goal, the methods of theoretical analysis of scientificliterature on the problem of dual education and expert assessment of international practical experience of using facilitation technology in the educational segmentwere used. As a result, the concept of "dual education facilitation" is clarified, theoretical and methodological approaches to dual education facilitation are defined, the main stages and methods of dual education facilitation are identified. The scientific significance of the research is related to the expediency of revising the existing approaches to the implementation of dual education in universities and filling it with new content on the basis of facilitation technology, taking into account the new requirements of the labour market. Determination of theoretical and methodological regulators of the problem of dual education facilitation in the system of higher professional education will allow avoiding errors in the organisation and practical implementation of this process.

INTERNATIONAL EXPERIENCE IN IMPLEMENTATION OF DUAL EDUCATION

The article explores the relevance of implementing international experience in dual education into the practice of domestic higher education institutions. The study is focused on the importance of training future bachelors in the field of construction and welding within the dual form of education. The purpose of the article is to consider models of dual education in European countries and opportunities for their implementation into the Ukrainian higher education system. The research operates comparative and retrospective analysis, methods of analogy, systematization and conceptualization of best practices in the introduction of dual education. The analysis of the international experience in the functioning of dual education models made it possible to identify the most promising directions of integration of the domestic education system, the labour market and production into the European educational system. It has been established that the implementation of a dual form of higher education contributes to adaptation to international standards and the exchange of advanced methods in the training of qualified personnel, which contributes to the improvement of pedagogical practices. The analysis of the research allowed us to recognize the essential features of the dual education system, which includes simultaneous education in an educational institution and practical experience at work. This is the interaction of theory with practice making it possible for students to acquire not only theoretical knowledge but also practical skills. It has been found out that in the European educational space, various terms are used to denote the concept of dual education, such as “alternation training”, “work-based learning”, “work-integrated learning” and others. All of them indicate a combination of theoretical knowledge and practical skills. Dual learning is defined by the European Center for the Development of Vocational Education as a process of acquiring knowledge and skills through practical tasks and reflection. The European Commission distinguishes three models of dual learning such as apprenticeship, periodic training in the company and integrated training. The UNESCO International Standard Qualification describes the dual system as an organized learning process combining part-time work in production with studies in traditional vocational schools and universities. A conducted comparative analysis of different dual systems in European countries (Austria, Germany, France, Switzerland, and Romania) indicated a variety of configurations covering such substantive aspects as legislation, management, competent authorities, employer representatives, subsidies, intermediate organizations, vocational and higher education, and education costs. Depending on the country, the dual system may have integrated or separate legislation, unified or separate administration, state or economic competent authorities, different share of social partners or professional associations, etc. Different approaches to the financing of the dual system and the presence or absence of intermediate organizations facilitating the interaction between the state and the economy have been revealed. The factors of economic benefit or loss for companies participating in the dual system, which affects gross costs and profitability of companies, have been highlighted. Two leading types of dual systems have been identified. The first one is the system which is united with state participation and coordinated, and the second one is separated, where regulation is mainly carried out by economic representatives. Based on the results of the comparative analysis, the diversity of approaches has been singled out and the factors influencing the success of dual systems in different contexts have been identified. There have been made conclusions regarding the advantages of the dual system of education and the features of the implementation of international experience into the professional education system of Ukraine.

European experience of dual education for future teachers in Ukraine

The aim of the research is to determine the effectiveness of the European experience of dual education in Ukraine for future teachers. The aim was achieved through the use of comparison, SWOT analysis, calculation of selectivity factor, effectiveness, correlation index. The comparison of dual education systems in Germany, Austria, Switzerland, Poland was used to determine their impact on the effectiveness of education and employment. It was established that the experience of Germany is the most effective for acquiring the necessary practical skills (f_c=14.2). The dual system of Switzerland is the most favourable for employment (14.5), as it is aimed at adopting the practical experience of the most competitive institutions. It was established that the experience of Germany can be the most positive dual system for Ukrainian education (f_c=14.4) and Poland (f_c=14.2). SWOT analysis was applied to establish that the dual education system has greater advantages compared to traditional education. The practical significance of the research is the possibility of providing a dual system during the teachers’ training as a result of focusing on the favourable experience of Germany and Poland. The prospects for further research may be related to the comparison of dual education experience of European countries, America for Ukraine.

Влияние дуального обучения на психолого-педагогические характеристики готовности к профессиональной деятельности выпускников педагогических колледжей

The modern educational paradigm of the Republic of Kazakhstan is focused on the training of qualified spe-cialists-teachers who are able to actively and creatively integrate into the social and professional environment, and, therefore, be ready to apply theoretical knowledge in practice. The very concept o f readiness is very ex-tensive and includes, among other things, psychological and pedagogical characteristics that are important for a future teacher and characterize the level of his professional competence. Dual training entering the practice of educational institutions allows developing not only professional but also personal qualities that are most im-portant for a teacher. The article discusses the results of the experimental study, the aim of which is to identify qualitative changes in the level of a number of psychological and pedagogical characteristics of readiness of future primary school teachers for teaching activities in the conditions of dual education. The results obtained during the empirical research show an increase in the level of such characteristics as general educational skills and teaching abilities. The results of the study can become the basis for further research in this area, for the development of special training programs in the system of dual training technology. Research methods: sur-veys, testing, analysis of student work, interviews.

The Influence of Chinese Basic Educational Tracking on Its Vocational Education: A Comparative Study of Educational Tracking in China and Germany

A majority of current comparative studies on vocational education in China and Germany emphasize Chinas reference to the dual education system of Germany, but pay less attention to the impact of the two countries educational tracking (or streaming) on their own development of vocational education. This study adopts the literature research method to explore the impact of basic educational tracking on Chinas vocational education system by comparing the differences between China and Germany in basic educational tracking. It is found that Chinas basic education tracking has, to some extent, hindered the progress of vocational education due to its disadvantages such as insufficient preparation, late tracking time, and an unbalanced distribution ratio.

Development of dual (vocational) education in ukraine before and during the full-scale invasion of the russian federation in Ukraine

The article focuses on the analysis of the main aspects of the implementation and development of dual education in Ukraine. The stages of establishment and challenges of functioning of the dual education in Ukraine before and during the full-scale invasion of the Russian Federation in Ukraine are analyzed. It was determined that dual education has the potential to solve significant problems of the modern economy and provides the opportunity to satisfy the personnel shortage through the practical training of young specialists needed for the labor market. The article aims to analyze the challenges of implementing dual education and its advantages for all participants of such partnership, especially during a full-scale war, which led to a personnel shortage, and at the beginning of the reconstruction processes in Ukraine. Methodology. To solve this scientific problem, the following methods were applied: desk research, namely, generalization, synthesis of existing research, comparative analysis and abstract-logical generalization. Results. The analysis of the problems and successes of the application of dual education until February 24, 2022, as well as the challenges faced by the educational process in general, and the implementation of dual education in particular after the beginning of the full-scale invasion of the Russian Federation in Ukraine, was carried out. It has been proven that the introduction of dual education is promising in terms of understanding and meeting the needs of employers, especially those who execute a state order, are involved in reconstruction processes or have been relocated. Graduates of dual education programs are more competitive in the labor market and can more easily get their first job or stay at the company where they received their on-the-job training. At the same time, the war changed the priorities of many enterprises that were involved in partnerships with vocational schools/universities, putting the need for survival and the restoration of stable production in the first place. Practical application. Universities can use the results of this study in order to increase their educational capacity via the implementation of dual education and increase their attractiveness in the eyes of education seekers accordingly; enterprises - to replenish and strengthen their personnel potential and replace those employees who went abroad or were mobilized to the ranks of the Armed Forces of Ukraine; by education seekers, in the case of involvement in the dual education programs, - to obtain practical skills and, in fact, the first place of work in difficult wartime situation and increasing unemployment.

DESIGNING AN EFFECTIVE EDUCATIONAL PRODUCTION ENVIRONMENT IN VOCATIONAL SCHOOLS UNDER DUAL VOCATIONAL EDUCATION

Relevance: The issue of introducing dual education, in particular the design of a quality educational and production environment of a professional education institution under such conditions, is becoming more and more relevant. At the same time, it is important to take into account both objective and subjective factors affecting the specified process, as well as to determine the directions and prospects for the development of a high-quality educational and production environment of a professional education institution. The article aims to discover how to design an effective educational production environment in vocational schools in the conditions of dual vocational education, create it in the schools involved in the experiment, assess its quality under appropriate parameters and provide relevant recommendations. Methods: analysis of scientific and pedagogical sources and regulatory framework; study of the work practice of vocational education institutions according to research issues; SWOT analysis of the introduction of elements of a dual form of education in the professional training of future specialists, surveys of vocational education applicants, pedagogical workers of vocational education institutions and representatives of enterprises; modeling, analysis, synthesis and generalization of scientific material for the development and implementation of methodological tools; systematization and generalization of research results. The results. As part of this research, an effective educational production environment in the conditions of dual vocational education was designed in vocational schools involved in the experiment after introducing the authors’ methodical tools. The quality of the designed environment was assessed at the beginning and at the end of the formative experiment (the training course for vocational education teachers was organized; the authors’ methodical tools were implemented) with the help of such parameters as modality, extension, intensity, awareness, generalization, dominance, social activity, mobility. A detailed analysis of the obtained results shows a significant increase in the quality of the specified parameters of an educational production environment in vocational schools with some elements of dual vocational education at a high level. Conclusions. It is essential to support various innovations and initiatives of all the actors in the educational process to strengthen a creative atmosphere in vocational schools and, thus, prepare creative specialists who should act as proactive and free citizens of their country. It is crucial to build a constructive dialogue between all the actors in dual vocational education based on the principles of partnership and consensus to boost their motivation for joint productive activity and responsibility for its results and make their actions more coordinated. It is important to regularly update technological equipment in vocational schools and enterprises providing their production sites for practical training and promote continuing professional development of vocational education teachers and mentors at the enterprises to ensure high-quality vocational training of future specialists in the conditions of dual vocational education. Finally, it is advisable to improve educational programmes and curricula following the needs of enterprises (employers), as well as the fast-moving requirements of the labour market, to support the flexibility of the educational process.

Dual Education Models in Modern Educational Institutions

The aimof the research is to verify the effectiveness of the dual education in modern educational institutions. The research involved the following methods: testing method (Self-Attitude Test) and methods of studying self-assessment through the ranking procedure; the peer-review method; Human Volitional Qualities Questionnaire; Student’s t-test and the Kolmogorov-Smirnov test; Spearman's Rank correlation coefficient; Survey Response Rate calculation. Students expressed the greatest satisfaction with such aspects as the relationship with the tutor (0.84), tutor’s objectivity in work evaluation (0.91), safe working environment (0.92), individual workplace (0.89). There were 58% of respondents who favoured dual education compared to traditional education. A group of experts who studied academic performance noted the advantage of the flipped classroom-based model. The level of special competencies in the control group was 4.5 units, while it was 4.9 units in the experimental group. The results of the study showed the high efficiency of dual education based on the flipped classroom model. The research identified a more effective implementation model. This model shows significant positive results, both in the context of higher education and vocational education. Future research should be aimed at finding an effective model for implementing the dual system in vocational education. Also, it is necessary to study the effectiveness of such innovations in modern realities.

A Comparative Study of Stakeholder Engagement in the Dual Education System: A Case of Germany, the United States and Kazakhstan

Stakeholder engagement in the dual education system is one of the key factors in developing a sustainable educational system. In this study, the authors aim to explore the role and responsibilities of the key stakeholders and the level of their engagementin the dual education system. The authors aim to contribute to stakeholder engagement in dual education by identifying, assessing, and prioritizing project stakeholders’ interests and influence on the education system. The paper used a case study approachand conducted semi-structured interviews with representatives of vocational schools in Kazakhstan. The case study was conducted by comparing the results of the project stakeholder analysis in the dual education systems of Germany and the United States to Kazakhstan. The semi-structured interviews were conducted with 15 experienced educators from different vocational schools in Kazakhstan. The author's analysis reveals that significant changes are necessary to the legislation in Kazakhstan to improve the dual education system.

Management of the implementation of dual education in the higher education system of Ukraine

The introduction of dual education is an integral part of the strategic development of the national economy, post-war recovery processes, reforming public administration in the higher education system in the context of improving public-private partnerships, and ensuring the quality of higher education. The relevance of the study is to fill methodological gaps in scientific understanding and practical application in managing the implementation of dual education at the third educational and scientific level in the higher education system of Ukraine. The purpose of the article is to study the essence of dual education in the context of obtaining the third educational and scientific level; to analyze the current state of implementation of dual education in Ukraine, including existing models and practices; to study the role of public authorities and higher education institutions in the process of dual education implementation; to identify problems and obstacles that generalize the management of the process of dual education implementation and to find ways to overcome them. One of the main tasks of managing the implementation of dual education is to create favorable conditions for the modernization of the higher education system, to develop and implement the necessary legal acts and regulations that stimulate the involvement of multilateral partnerships, to ensure quality monitoring and evaluation of the effectiveness of dual education. In the course of the study, the authors carried out a comprehensive demographic and statistical analysis of the primary factors that influence the need for transformation in the higher education system. The presented SWOT-analysis on the objective consideration of internal and external factors on the way to the introduction of dual education at the third educational and scientific level allowed to identify areas for improving management processes. The results of the study may be useful for higher education institutions, state education authorities, as well as enterprises involved in the implementation of dual curricula.

Modern approach to dual education in higher education institutions

The issue of the dual education system at the institutions of higher education is the focus of the education policies of many countries. Education experts stress that the dual education system has been characterized as a successful and forward-looking model, which combines formal, university education and informal acquisition of applicable technical skills through student work on practical problems in companies. The paper aimed to analyze and review dual education models at the institutions of higher education in European countries (Germany, Austria, and Switzerland), as well as the evolution of the dual education system at the universities in Bosnia and Herzegovina and countries in the region. Germany, Austria, and Switzerland face challenges of how to attune the existing dual education models to EU recommendations for dual study programs, i.e. how to innovate the current programs based on the criteria for quality and efficient dual education. These countries still aim to promote their dual education model in the future, as well as support and help the countries interested in this model. On the other hand, the development of dual education in Bosnia and Herzegovina and countries in the region is rather slow. Of all the countries in this region, only The Republic of Serbia adopted the Law on the dual model of studies in higher education and launched two dual study programs. In Bosnia and Herzegovina, there are conflicting opinions about dual education. Some believe that dual education is the key to increased employment, while others warn that it significantly lowers the educational threshold and reduces the competencies of young people. Therefore, it is necessary to carry out a complex analysis of the current situation at the institutions of higher education and to determine which areas allow the possibility of developing dual studies. The following steps concern the development of regulations for the creation of a dual education model by educational, social, and economic goals and needs, strengthening the capacity of higher education institutions, and involving social partners in the dual education decision-making process.

Învățământul dual. Justificare, premise juridice, precauții și limite pedagogice de concretizare

In this article, we propose an evaluation of the situation of dual education, as a way of professional-vocational training, from the perspective of legislative norms, pedagogical principles or prescriptions, but also of concrete educational realities, especially with reference to Romania and the Republic Moldova, but, of course, in direct connection with what is happening in European Union countries. We will bring to attention recent developments in this field, but we will also try to signal some doubts, limits or precautions related to the development and implementation of an authentic dual education, having as epistemological or praxeological premises the didactic, psychopedagogical, strategic principles and constraints.

INTEGRATED DUAL LEARNING PROGRAMS AT GERMAN UNIVERSITIES

A dual education system stipulates for the combination of education and students’ manufacturing activities. Future employees study at universities where they acquire theoretical knowledge and work at enterprises where they acquire the necessary professional competencies. Germany is a recognized leader in dual education in Europe, where the vocational education system is characterized by a well-developed mentoring institution, practice-oriented training and active participation of business in specialists’ training. The experience of this country is a model for other countries of the European Union and world powers.
 Using the methods of generalization, systematization, analysis of primary documents and expert assessments, the paper presents the analysis and typologization of the integrated dual education programs at German universities. A study of the scientific researches of both, domestic and foreign scholars enables to reveal an insufficiently developed complex theory that would focus specifically on duality in higher education on the one hand and on how to design the integration of academic and professional learning on the other.
 The analysis of scientific papers helped identify the two types of curricula with a high and low degree of integration. The analysis allowed to determine the two types of curricula with a high and low degree of integration. It has been found that different types of curricula, taking into account the duality, can be brought to a full integration. It had also been determined that systems integration can be achieved through educational activities at different levels. This can be either by developing programs designed exclusively for students studying in dual mode or by creating hybrid program structures that support the learning experience with additional elements specifically designed for dual mode.

Dual form of education is the basis of the integration of students into the modern labor market

The dual form of education is a critical component of integrating young people into the modern labor market, as it helps reduce the unemployment rate and ensures the training of highly qualified specialists. The main goal of implementing elements of a dual form of education in Ukraine is to eliminate the main shortcomings of traditional forms and methods of training future qualified specialists, namely, to overcome the gap between theory and practice, education, and production, and to promote the improvement of the quality of personnel training, considering the requirements of employers by the demand of the modern labor market. Therefore, the opportunity to simultaneously acquire both theoretical knowledge and practical experience at real workplaces gives higher education graduates a competitive advantage in the labor market. The article aims to study modern trends in the implementation of dual education as a basis for integrating students into the modern labor market. According to official data, over the past few years, there has been a steady trend towards an increase in the number of unemployed youths, which is due to both unresolved youth employment problems and the spread of passive, unregulated, destructive behavior patterns of the young generation in the conditions of the modern domestic labor market, which, unfortunately, is negative signs of its functioning. Post-war recovery and development of all spheres of the domestic economy requires. It was determined that the use of the potential of various forms of higher education, among which the dual form of education occupies an important place. In the forced conditions of distance learning, it is challenging to establish practical training for higher education students and quality control over their acquisition of the necessary competencies. Therefore, the use of the means of organizing dual education will contribute to acquiring the necessary professional knowledge and professional competencies that meet the requirements of employers and the labor market. Attracting qualified specialists to work is a strategic investment in the social socio-economic development of the state. Keywords: dual form of acquiring professional competences, educational process, higher education, competence approach, participants in the educational process, university stakeholders.

Legislative and organizational provision of continuity of professional training of future Physical Education teachers

The article analyzes the legislative basis for the introduction of levels of education in Ukraine, the adoption of organizational measures to implement the concept of level education, as well as the requirements for educational levels and degrees as elements of the concept of continuous professional education. Special attention is paid to the expediency of the sequence of the continuous educational process, starting from the stage of preliminary education and ending with the master's degree, in relation to the traditions and innovations of the world educational practice. The features of professional pre-higher education, opportunities for its students, advantages of implementation and development in the context of continuous education declared in Ukraine are analyzed in detail. At the same time, some shortcomings are emphasized: in particular, the lack of a legally established definition of the category of vocational pre-higher education. The advantages and problems of the training of junior bachelors are highlighted separately, the relationship between the content of their training and the content of the training of junior specialists and bachelors is revealed. The debatable opinion of specialists regarding the expediency of introducing the junior bachelor's training level is reflected. The main focus of the article is on the phasing of the training of future teachers of Physical Education - from the professional junior bachelor's level to the master's level - in the aspect of continuous education in accordance with the normative documents in force in Ukraine - the standard of the new generation teacher, the standard of professional preliminary education, the standards of professional training, as well as in accordance with educational programs and the National Qualifications Framework. The volume of ECTS credits for educational-professional and educational-scientific programs for the training of Physical Education teachers is shown. Attention is focused on the content of dual education in the Physical Culture teacher training system. Directions for further research are outlined: in particular, the need for a comparative analysis of all aspects of educational programs for training Physical Culture teachers in various higher education institutions is noted.

Research on the Integration Path of Taihang Spirit and Music Education Major in Colleges and Universities

A key strategy for raising students’ humanistic aptitude is through music education. Culture is the soul of music and the source of innovation in music education. Under the current social education concept, it is advocated to carry forward excellent traditional and red culture in teaching, hence this paper further explores the path of integrating red culture into music education. The incorporation of the Taihang spirit, the most representative cultural resource in Shanxi, into music education in colleges and universities will promote the concept of Lide Shuren, further enhance students’ training, and enable students to fulfill the dual education requirements.

Developing Professional Skills of a Performing Musician in a Higher Music Institution

"The aim of the research is to determine the problem of developing the professional skills of a performing musician in a higher education music institution. The study involved the following methods: comparative analysis, systematization and grouping, derivation of categories. The relevance of this study is determined by the need to modernize and expand the boundaries of the educational environment when teaching performing musicians. The results of the development of this problem represented it as a complex, multifaceted and, at the same time, integral system, which includes components that differ in content and function, ensuring the effectiveness of the educational program. The conclusions testify to a wide scope of the problem of the formation of a performing musician, its focus on various spheres in the life of society, and the importance of each of its components. The prospects of further research in this field of art are in its flexibility, the ability to be updated, replenished with the achievements of time, and respond to the needs and mood of society. Keywords: music education, integration, art, performing musician, dual education"

MEĐUNARODNA SARADNJA UNSA: VIZIJA 2030 – STRATEGIJA BRAIN GAIN? / UNIVERSITY OF SARAJEVO INTERNATIONAL COOPERATION TOWARDS A VISION 2030: BRAIN GAIN STRATEGY?

Academic mobility is a valuable and indispensable mechanism in each country's higher education quality assurance system. It also contributes to building and improving the capacities of individual universities because it enables the introduction of positive and proven teaching practices, modern teaching and research methods, and operational and administrative processes. The added value of mobility is the establishment of personal contacts and professional networking of teaching, scientific, artistic and non-teaching staff of the University of Sarajevo (from now on: "UNSA"), which has a long-term effect on the development of teaching, scientific and technological capacity. Studying through mobility gets an international note - students understand their work in a global context, their CV is enriched with new experiences, their knowledge of a foreign language (s) is improved, and after graduation, they become a competitive workforce. Teaching / scientific, artistic and non-teaching staff gain international experience through mobility, improve themselves, participate in active professional development, and increase the quality of the working environment. In the last 15 years, the University of Sarajevo has had over 2,500 outgoing mobility while hosting more than 1,500 international students, teaching / scientific, artistic and non-teaching staff. The mobility of students and staff significantly improves both the quality and the professional standard of UNSA activities. It indirectly contributes to the development and transformation of society as a whole. Through the integration of UNSA, many processes are uniform and simplified, but still, the heterogeneity and specificity of each organizational unit are present. In addition to all the benefits of student mobility, the most significant administrative challenge is the equivalence and recognition of ECTS credits earned at foreign institutions upon return to home institutions. Student services are faced with many formalities around keeping registers and other administrative forms that need to be tailored to exchange students. The current legal regulations in higher education do not value participation in mobility programs, which is undoubtedly not motivating for students and staff to get involved in them. On the contrary, the current vague legal framework and administrative barriers are significantly demotivating for students as they lose a semester or school year due to participation in mobility programs. It is necessary to develop more adequate regulations that will encourage more frequent, productive, more straightforward and better implementation of academic mobility for students. This could be achieved through participation in programs intended for international students (one-year specialist study, master's degree, dual education, summer schools, etc.). It is necessary to develop mechanisms for adequate evaluation of mobility for teaching, artistic and scientific staff of UNSA, which is particularly important for advancement to higher academic titles. It is also crucial to promote the exchange of administrative staff, which is often unjustifiably neglected, to improve the administrative processes at UNSA and its (sub) organizational units. To achieve this, we should be focused on developing cooperation with potential partners interested in administrative / non-teaching staff mobility.