ERASMUS Research Articles

International Student Mobility: Pushing-Pulling Factors for International Students

International student mobility (ISM) has been considered as a key factor for many higher education institutions (HEIs) in terms of benefits that it generates. Recent literature highlights the influence of ISM in the reconfiguration of the form of educational system making it more competitive and attractive for international students. In this regard, students are paying attention to the opportunities and benefits that an international student mobility programme, such as the Erasmus programme offers. Nevertheless, it is important to take in consideration challenges and barriers that international students have to cope during their study experience abroad. The aim of this study is to analyse which are the pushing and pulling factors for international students when choosing a country as the abroad study destination. An online survey is used to Albanian international students that has previously experienced ISM programme and are currently experiencing ISM programme abroad. Findings offer important insights on understanding factors that impact international students’ decision when choosing a foreign country as a study destination. This study offers contribution in enriching the existent literature on ISM and in particular on the decision-making of international students from a developing country perspective. The study’s implications suggest that higher education institutions can boost their global attractiveness and competitiveness by addressing the key factors influencing international students’ decisions, as identified in this study. Received: 20 July 2024 / Accepted: 20 September 2024 / Published: 05 November 2024

Comparison of physical activity and leisure benefits of Turkish and Polish students participating in the Erasmus program in Poland

This study aims to compare the personal statements of Turkish and Polish students in the Erasmus Student Exchange Program in Poland, focusing on the benefits of physical activity and leisure time. It also examines how these practices function among Turkish and Polish students within the framework of EU Higher Education Policies. Since 2004, Turkey has participated in EU programs like Socrates, Erasmus, and Leonardo da Vinci. Although Turkey’s involvement in the Erasmus Program is relatively recent, the number of students participating in study abroad programs is rapidly increasing. This study investigates the benefits of physical activity and leisure time for Turkish and Polish students in the Erasmus Program. Data was collected using the "International Physical Activity Questionnaire" and the "Leisure Time Utilization Scale." These tools were administered online to 60 students (30 Turkish and 30 Polish) living in Poland. Participants provided informed consent before participating. Data analysis was conducted using SPSS (Statistical Package for the Social Sciences). The analysis showed no significant differences between the two groups in terms of physical activity participation and leisure activities. Both groups preferred similar physical activities during their free time. The recreational activities they tried for the first time were mainly sports-related, and their ability to meet their recreational needs was similar.

Some Reflections on the Benefits of the Professional Development Training Course "With Education to Plurilingualism" Managed through the Erasmus Plus Program

Aim. The aim of the research was to find out and confirm the benefits of the professional development training course for language teachers managed thanks to the Erasmus Plus scheme. Methods. We used the evaluative form of the questionnaire and mathematical methods. The results represent the number of participants and the scale they agree with the statements. Results. 29 teachers evaluated two training internships in France, in Francophonia and Nice, and two internships in Slovakia. The third internship was provided by the European Center for Modern Languages ​​based in Graz on the topic of the Framework of reference for pluralistic approaches. The fourth training was focused on etwinning and the ESEP platform. The overall quality and satisfaction rating out of 5 points was 4.9. Conclusions. Thanks to Erasmus Plus, we facilitated a high-quality exchange of knowledge by incorporating innovative techniques, methods, and tools, which were promptly integrated into teaching practices. This collaboration significantly enhanced the partnership between schools and educators. As a result, teachers gained access to exceptional methodologies and approaches, which they applied in classrooms throughout Slovakia.

Impact of Marital Status „Single“ on Behavior and Well-Being of an Employee or a Student

The behavior of employees, their attitudes and interest in work are the subject of countless studies and investigations. Many look at the issue of employee motivation and stimulation from the point of view of position, education, age or gender. However, within the available findings, there is no knowledge regarding the status of employees, although the very fact of whether an employee lives alone or with someone else presupposes different behavior. The aim of this paper was to find out whether the status “single” has an impact on behavior, performance, and job satisfaction of an employee. As part of the search for information on this issue, we came across interesting findings of many authors who devoted themselves not only to this issue, but also investigated the issues of multicultural values, leadership, management in practice, education and other topics related to the influence of various factors on the performance and work of individuals. We tried to apply his survey, previously carried out in the USA and Canada to the territory of Europe/European Union, while taking into account multiculturalism and gender differences, since students participating in the Erasmus program took part in the survey too. We based our research on the fact that the shares and development of individual categories are the same in both regions.

Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme

ABSTRACT This article analyses the relationship between study abroad through the Erasmus Programme, European identity, and the role of English as a Lingua Franca in identification processes with Europe. It focuses on three groups of European higher-education students (N = 155) from different nationalities (N = 26) that participated in a sojourn abroad in three European contexts which are thought to represent Northern (Oulu, Finland); Eastern (Bucharest, Romania); and Southern (Lleida, Catalonia) Europe. The study follows a PRE–POST design, corresponding to the beginning and end of the participants’ experience abroad and it analyses quantitative data collected through questionnaires. The results of the study indicate that contrary to what is claimed by the European Commission, studying abroad through the Erasmus programme does not have a substantial impact on the development of an alleged European identity. These results contrast with those on the value that the participants allocated to the English language, which is perceived as a means that unifies European youth.

Teacher’s agency in education for sustainable development: an East-West collaborative Erasmus programme using Q methodology

PurposeThe integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.Design/methodology/approachThis study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.FindingsThe results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.Originality/valueAlthough the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.

Concreto Academy kicks off

The Concreto Academy has officially launched its mission to advance modern concrete heritage conservation with an impactful kick-off meeting held on March 6th at the Town Hall of the City of Ivrea. The event, attended by a diverse and enthusiastic audience, marked the beginning of an ambitious Erasmus Plus funded project aimed at preserving architectural heritage through innovative approaches.

THE MICHAEL CHEKHOV SYSTEM AND THE ACTOR

Russian actor, director, and educator Michael Chekhov is renowned for his significant contributions to the art of acting. The system he developed promotes a creative, expressive, and internal approach to acting, assisting actors in creating authentic and memorable characters. Photo credit: Antonella Cornici (images are from the workshop led by Natalie Yalon on the topic of the Michael Chekhov System in Nancy, France, Erasmus program, November 2022).

The Multifaceted Impact of Erasmus Programme on the School-to-Work Transition: A Matching Sensitivity Analysis

This study investigates the effects of studying abroad through the Erasmus Programme (EP), a European Union programme launched primarily to foster international mobility and cultural exchange of University students, on the school-to-work transition of university graduates. Since a satisfactory transition does not only mean finding a job, but also concerns the wage level and the quality of work, such as stability, working hours and risk of overeducation, we consider all these aspects in order to draw a comprehensive picture of the effect of the EP. We exploit a composite dataset, built on administrative and survey data, covering all graduates from the largest Italian university from 2011 to 2015, and replicate the analysis on a national sample of graduates to verify whether the results can be extended nationwide. Estimates are provided, based on a PSM procedure, of the effects of the EP on the probability of employment, including abroad, on the quality of jobs and on wage levels at different points in time after graduation. We also investigate whether less advantaged students benefit from the Erasmus experience, and provide insights about the role of the foreign languages skills. The results show that the participation in the EP improves employment prospects at least in the short term, as well as the quality of job, and has a positive long term effect on the participants' ability to find a job abroad. The wages of participants are persistently higher than those of non-participants. Less advantaged groups also benefit from the Erasmus experience.

Adapting the Education and Training System to Technological Evolution

Teachers have faced the challenge of adjusting their pedagogical approaches and teaching methods to help students with disabilities adapt to the distance education context, often without specific training or adequate resources. To address these challenges, the "Do IT Yourself" project aims to increase the involvement of students with disabilities in digital education. Its primary focus is promoting "innovative practices in the digital age" with a two-fold approach: encouraging social inclusion and using technological means to integrate vulnerable student groups. This study aims to highlight teachers' digitisation needs and the digital tools they use in the classroom. The data obtained supporting this quantitative study are part of the Erasmus Plus "Do It Yourself" project, of which Romania is a part, together with Portugal, Italy, Finland and Slovenia. The main objective of this study is to obtain data on the digitisation of education in Romania. The present study applies a research method that focuses on completing structured questions. In this research, 79 participants were involved, representing both pre-university teachers and school principals. The data collection process was carried out using a questionnaire consisting of 12 questions to evaluate the type of digital resources used in the teaching environment, the frequency of their use, and the level of training of the participants regarding the training courses for the integration of the tools digital or self-taught learning.

Preface

Preface

The Clown and His Therapeutic Play. Le Rire Médecin

The clown, often referred to as the "perfect actor," possesses a remarkable ability to improvise, a crucial skill in communicating with the audience. The evolution of the clown has been long and complex, culminating in excellent theater therapy within medical settings. Thanks to a scholarship obtained through the European Erasmus Program, I had the opportunity to participate in meetings with therapeutic clowns in Nancy, France, through the welcoming organization Le Rire Médecin. Observing the activities of these clowns at the Children's Hospital in Nancy, their interactions with patients, their families, medical staff, and all hospital personnel, was an astonishing experience for me as an artist and educator. Theater therapy employs improvisation and other theatrical techniques to explore and address personal issues, develop self-confidence, and even address some cases of depression and anxiety. Clown therapy can bring joy, having a positive impact on mental and emotional health, offering individuals a break from the worries and pressures of daily life.

Effects of Orientation Training Provided to Students Going Abroad with the Erasmus Program

This study, which was conducted with data obtained from students studying at Düzce University and benefiting from the Erasmus program, aimed to reveal how orientation training for students going abroad within the scope of the Erasmus Program contributes to students in academic, social and personal aspects.
 Research results show that orientation training strengthens social relations between students, provides general satisfaction, and offers benefits in different educational fields. According to the results of the study, students state that the orientation training serves the purpose of introducing the local culture, meeting the authorities, adapting, getting to know international students and exploring the university.
 The results of the study show that the duration of orientation training generally varies between two hours and one week, and this time is sufficient for students. However, some students stated that they did not make any personal contribution. This suggests that orientation programs need to be better designed and focus more on students' needs.
 In conclusion, the research emphasizes that orientation training helps new students adapt to university life and encourages them to establish social relationships. The content, duration and methods of orientation programs should be arranged in accordance with the needs of the students. In this way, orientation training will help students have a more positive and successful university experience. This research provides an important guide for universities to develop their orientation programs.

The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden

While the importance of the relationship between school and family in ensur-ing successful education is widely acknowledged, this recognition is not con-sistently mirrored in the educational practices of European schools. At times, this relationship is affected by the bias that pupils with migratory backgrounds come from families with limited educational backgrounds who need to bridge the gap to acquire the knowledge and culture of the host country. This paper aims to consider pupils coming from Arab countries as belonging to families who already possess an educational habitus, acquired in their home countries, which influences their interaction with schools in the host countries to some extent. The issue is dealt with starting from a Ph.D. research focusing on the educational experiences of Arabic-speaking pupils, parents, and teach-ers across Arab and European countries. Additionally, insights are drawn from the Erasmus Plus Project "ParentAble - dealing with parents of newly migrated pupils" that considers the experiences of families coming from Arab countries.

Avrupa Birliği Eğitim Politikası ve Kültürel Çeşitlilik Vurgusu

The European Union, established after two devastating World wars, carries out policies in many areas. Although education policy is a late-developing policy area of the European Union, it comes to the fore as the cultural and social dimension of integration gains importance. As a fundamental principle of its education policy, the EU respects the diversity of its member states and undertakes the function of cooperation and coordination among the member states. Education policy finds its place in the founding texts for the first time with the Maastricht Treaty, and its main objectives are determined as creating the European dimension of education and strengthening the European identity. The EU has a rich diversity with the enlargement processes. In this context, diversity and inclusion standout as concepts that the EU education policy attaches importance to. In EU education policy documents, emphasis is placed on cultural diversity, such as inclusion and anti-discrimination. The protection and promotion of cultural diversity is also included in the education programs carried out in line with the education policy. The Erasmus Plus (+) program, which is currently being carried out, also includes references to cultural diversity in the 2021-2027 period. The relationship between cultural diversity and education policy constitutes an issue that needs to be taken into consideration in terms of determining the progress of the EU's next integration process and the direction of the EU identity that is desired to be created. Key Words: European Union, Education, Cultural Diversity, Educational Programs, Erasmus Plus (+)

Avrupa Ortak Dil Çerçeve Programı Kapsamında Açılan Erasmus Yoğun Dil Kurslarının Dil Öğrenimi Bağlamında İncelenmesi

The language learning process is a process that will continue throughout life and can be repeated and renewed at any age that individuals need. It is expected that carrying a language passport will be mandatory for every European citizen thanks to the right of free movement and work trail obtained together with full membership in the European Union. In other words, if people who find a job in any European country show this passport to the employer, they will have the opportunity to work in that country, and the languages and levels that individuals know will be indicated in the language passport. If a person with a language passport knows the language of the country in which he wants to live, it is expected that he will get a residence and work permit in that country more quickly. In this study, the studies conducted and ongoing studies related to the Intensive Turkish Language Course of the Erasmus Program were discussed. It should be remembered that there are various exchange programs related to different fields and sub-fields besides Erasmus. The number of participants coming to Turkey within the scope of these programs is increasing every day. English French Turkish German One of the services to be provided to these participants is the service of teaching Turkish as a foreign language which is considered to be a less spoken and less taught language apart from modern languages (English, German and French) today. The Council of the European Union, which has adopted lifelong learning as a principle with the E-European action plan, attaches great importance to language development as well as cultural development. For this reason, as in all other areas of education, it is believed that it will be useful to strengthen the information infrastructure and ensure coordination on a national basis in order to effectively use information technologies in education in the teaching of Turkish as a foreign language within the scope of European Union Education and Youth programs. Key Words: European Common Language Framework Program, Erasmus Intensive Language Course, Language Learning

Talent Space in the Erasmus Plus program. Exchange of good practices in the area of developing student self-knowledge, educational and career guidance and creating a space conducive to learning

W stale zmieniającym się świecie, planowanie i rozwijanie kariery wymaga od człowieka podejmowania wielu decyzji, ciągłego rozwoju, poszerzania własnych umiejętności oraz uczenia się przez całe życie. Takie postrzeganie dynamicznej rzeczywistości obliguje instytucje oświatowe w Europie do modyfikowania strategii działań, w celu bardziej skutecznego wspierania młodych ludzi w ich wyborach edukacyjno-zawodowych. Dla mnie, pedagożki szkolnej pracującej w szkole podstawowej, udział w projekcie „Talent Space”, realizowanym w ramach programu Erasmus Plus, stał się okazją do poznania oraz wdrożenia ciekawych rozwiązań metodycznych w obszarze poradnictwa zawodowego. Aktywności polegające na wymianie dobrych, edukacyjnych praktyk oraz tworzenie przestrzeni sprzyjającej uczniom, przyczyniły się do wzbogacenia dotychczas realizowanych działań we wszystkich partnerskich placówkach. Niniejszy artykuł stanowi okazję do podzielenia się refleksami i rekomendacjami będącymi pokłosiem udziału w projekcie.

Individual, Socio-economic and Political Levels of Student Mobility: A Case Study of the Erasmus Programme

Individual, Socio-economic and Political Levels of Student Mobility: A Case Study of the Erasmus Programme

“I know how to improve. You know what I mean?”. Neoliberalism and the development of multilingual identities through study abroad

Abstract The present article examines the relationship between study abroad and the construction of multilingual identities regarded as more marketable in the neoliberal economy. The main objective is to provide an insight on student mobility and dominant visions of the future in line with which languages are chosen to be taught/learned at tertiary level and how this offer mirrors the economized perspective adopted in the higher education system. It focuses on European higher-education students participating in study abroad through the Erasmus program in three contexts across Europe (Finland, Romania, and Catalonia). In the first place, the article delves into the ways neoliberal discourses on the value of study abroad and the skills that are expected to be acquired through the experience – this is, the type of individuals that the participants might become – shape their decision to enroll in a sojourn abroad in a particular context. Secondly, this article analyzes to what extent European youth participating in study abroad eventually perceive they added to their identities the desirable marketable skills they expected and how they consider this is going to materialize in the future. By looking at how multilingual identities are constructed through the Erasmus program, this study hypothesizes that study abroad is another mechanism embedded in educational practices that respond to economic demands in which the marketization of language skills plays a prominent role.

Digital Storytelling Approach for Environmental Challenges and the Early School Leaving Prevention

Given the rapidly evolving nature of the labour market, it is crucial to develop individuals' soft skills to ensure effective job performance. To achieve this, teaching methods should prioritize the development of soft skills among students. One such instructional method is digital storytelling, which has been recognized as an essential tool for developing future workforce skills such as creativity, critical thinking, digital literacy, and communication skills. Two European Commission-funded projects under the Erasmus Plus Programme that utilize digital storytelling in education and training to help individuals and organizations adapt to the digital age are presented in the paper as examples of initiatives promoting this approach: The BIG_GAME and the Digital Stories.