Low Levels Of Motivation Research Articles

THE AFFECTIVE FACTORS THAT INFLUENCE ORAL ENGLISH COMMUNICATION IN NON-MAJOR EFL CLASSROOMS

Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative study investigates how affective factors are perceived to influence oral English communication in EFL classes where English is taught as a non-major subject at two public colleges in Vietnam. Data were collected via individual interviews with lecturers and focus group interviews with students. Findings reveal that symmetrical relationship, strong sense of belonging, and deep concern and understanding are the three affective factors that support EFL learning. Among these factors, concern and understanding about students influence both lecturers’ pedagogical decisions and students’ learning motivation. Therefore, EFL teachers are suggested to nurture a strongly emotional classroom culture to lower students’ English anxiety and enhance their learning.

Child Weight Status: The Role of Feeding Styles and Highly Motivated Eating in Children

Although parental feeding plays an important role in child eating and weight status, high food motivation among children may also be a factor shaping how feeding impacts child weight. This study explored whether individual differences in preschool children's food motivation interacted with mothers' feeding styles in predicting subsequent child weight status. Participants included 129 Hispanic Head Start mother/child dyads. Data were collected at ages 4-5 years (Time 1) and 7-9 (Time 3). Staff measured heights/weights and observed children in an eating in the absence of hunger task. Mothers reported on feeding styles/practices and children's eating behaviors. A principal components analysis derived a measure of highly motivated eating in children. Multiple regressions predicted Time 3 child BMI z-scores. Time 3 BMI z-scores were positively predicted by authoritative and indulgent feeding styles and negatively predicted by monitoring. Since feeding style interacted with highly motivated eating, separate regressions were run for high and low food motivation in children. Unexpectedly, results showed that authoritative feeding positively predicted Time 3 child BMI z-scores only for children showing low levels of food motivation. Characterizing differential parental feeding and child eating phenotypes may assist in tailoring childhood obesity prevention programs for the target populations.

Developing speaking skills in EFL young learners through visual and audiovisual materials

The acquisition of speaking skills in a foreign language is considered a challenge, especially for young learners. Research suggests that Affective Factors (AF), such as anxiety and motivation, may contribute to the blockade of the learning process and can hinder the participation, attention, and interest of students in class. Therefore, search for better teaching materials, tools, and methodologies that enhance students’ motivation to learn is constant. As much of this line of research is developed outside of Latin America and focuses on teenagers or older, this study aimed to evaluate the effects of audio-visual materials on students’, ages 8-9, speaking skills and their engagement with the lessons in an Ecuadorian primary public school. To do so, this study used a mixed method approach to collect qualitative and quantitative data. Quantitative data was collected through a pre-test and pos-test and a motivational test questionnaire, and qualitative data was collected through the student’s feedback on the use of the proposed material via a focus group. The results show that audio-visual materials have a greater influence on grammar and vocabulary. In addition, evidenced low levels of anxiety and high intrinsic motivation had a positive influence on the acquisition of speaking skills.

게임의 내부 요소가 동기에 미치는 영향

In general, there are several types of feedback provided in the game, and game users feel the fun of the game and use it continuously through such feedback. In this study, in order to minimize the defection of game users, a study was conducted to find out what customized feedback should be provided to users. To find out how motivation and positive emotions was expressed according to the level of achievement of users and the type of feedback, the goal pursuit methods were applied to the game as feedback, and the actual game was produced and analyzed by dividing the group according to the level of achievement. As a result, high scorers—professionals—have 'committed' feedback that gives them an overall score so they can check their efforts, and 'progress' feedback that lets them know they're reaching their goals, with similar levels of motivation and emotion in all conditions. Although they showed a positive emotional level, the low scorers, who can be called novices, showed a low level of motivation in the commitment feedback and a high level of motivation in the progress feedback. As a result of this study, it was discussed that different types of feedback should be presented according to the types of users.

E-Cigarette Users' Profiles and Their Association with Identified Impacts of COVID-19 on Vaping among Young Adults in Malaysia.

Electronic cigarettes (ECs) users' profiles and behaviors during the COVID-19 pandemic remain unclear. This cross-sectional study aimed to explore Malaysian EC users' profiles and their associations with related behaviors during the pandemic. The EC users (N = 351) were recruited from an official national vape entity. Respondents were predominantly of Malay ethnicity (90.6%), aged 31 to 35 years (27.6%), males (97.7%), married (68.7%), from Malaysia's west region states (63.5%) and tertiary educated (69.2%). The majority (80.3%) were non-dual users, and most purchased their vaping products online (77.2%), liked that they can vape while working at home (83.8%) and vaped more because of boredom (55.3%), had low and moderate nicotine addiction levels (94.9%), had low motivation level to quit EC use (92.6%) and were more likely to perceive that vaping did not increase the chances of complications from COVID-19. Respondents with moderate to high addiction levels had twice the odds of checking on their current EC supplies, whilst respondents with low motivation to quit had higher odds of using their tank/pod until the last drop and distancing from others when vaping. EC users should be encouraged to quit EC use, especially during the COVID-19 pandemic.

University Competitiveness on the Educational Market: Strategic Approach

The system of higher education in Russia today is characterized by a change in a paradigm. It is conditioned by a shift to the innovative activity caused by the introduction of a new economic model. One more factor to start this change includes some changes in the management structure of the university environment, shift to the entrepreneurial university, development of the competitive level of the university teachers. A university society comes across a number of challenges, among which there is a low motivation and low competitive level of teachers to work under new conditions. The article is aimed at studying the ways to form a competitive university system to function at the educational market. The novelty of the paper can be proved by the fact that in the process of overcoming some new challenges on the way to the new innovative policy appear. There is offered a new paradigm to build a university competitive status connected with a combination of strategic decisions in the sphere of educational programs, students’ activity and development of teachers’ competitive level. The problematic fields and the strategies of their further development are introduced to solve the matter. The most productive ways are changes in educational programs, ways to increase the motivation of students to take part in an innovation activity, development in trends to boost teachers’ activity and competitiveness. Such decisions contribute to realize the innovational strategies of the university development, to the work of teachers and students, to an efficient competitive university environment. The article can be of interest to managers in education, strategic managers, and teaching personnel.

What do extended cardiac surgical team members in the Kingdom of Saudi Arabia think about their jobs, and what would improve them? A qualitative study

Despite the long history of integrating non-medical practitioners into the extended cardiac surgical team, concerns about job design that reduce job satisfaction persist in the literature. In the Kingdom of Saudi Arabia (KSA), previous research has found that these non-medical practitioners known as cardiac surgical assistants (SAs) express significant dissatisfaction with multiple aspects of their role. Improving job satisfaction can positively impact on the recruitment and retention of this valuable workforce who increase surgical capacity within cardiac units. This qualitative study was therefore conducted to gain an in-depth understanding of cardiac SAs’ perspectives of their role and to explore how it could be redesigned to improve their job satisfaction. Through thematic analysis of 14 individual interviews, six themes were identified: the importance of the role, low level of autonomy, lack of recognition, inconsistency of training, poor appraisal and feedback, and feeling unappreciated and undervalued. The data allowed a number of specific recommendations to be formulated that could be implemented at service, organisational and professional levels to enhance SA job satisfaction. It is important that the working conditions of surgical assistants should be further improved to address the issues which cause lower levels of motivation and a greater intention to leave their role.

Pilot randomized controlled clinical trial of an adherence social norms intervention for adolescents with epilepsy

ObjectiveNon-adherence to anti-seizure medications (ASMs) is common for adolescents with epilepsy, with potentially devastating consequences. Existing adherence interventions in epilepsy do not meet the unique challenges faced by adolescents. Leveraging social norms capitalizes on the increased importance of peer influence while simultaneously targeting the low motivation levels of many adolescents. The current study examined the feasibility, acceptability, and satisfaction of a social norms adherence intervention in adolescents with epilepsy. MethodsA pilot RCT of a mHealth social norms intervention was conducted with adolescents with epilepsy who demonstrated non-adherence (≤95% adherence) during baseline. Adolescents were randomized to either (1) mHealth social norms (reminders, individualized and social norms adherence feedback) or (2) control (reminders and individualized adherence feedback). Primary outcomes included feasibility, acceptability, and satisfaction. Exploratory outcomes included electronically monitored adherence, seizure severity, and health-related quality of life (HRQOL). ResultsOne hundred four adolescents were recruited (53% female; Mage = 15.4 ± 1.4 years; 81% White: Non-Hispanic; 5% Black, 10% Bi/Multiracial; 2% White: Hispanic; 1% Other: Hispanic; 1% Bi/Multiracial-Hispanic). Forty-five percent screen-failed due to high adherence, 16% withdrew, and 38% were randomized to treatment (n = 19) or control (n = 21). Recruitment (75%), retention (78%), and treatment satisfaction were moderately high. Engagement with the intervention was moderate, with 64% of participants engaging with intervention notifications. Exploratory analyses revealed that after controlling for COVID-19 impact, the social norms intervention group maintained higher adherence over time compared to the control group. Small to moderate effect sizes were noted for seizure severity and HRQOL between groups. ConclusionThis pilot intervention appeared feasible and acceptable. Increases in adherence in the treatment versus control group were modest, but a future larger more adequately powered study is needed to detect effects. Notably, it appeared the COVID pandemic influenced adherence behaviors during our trial.

Upaya Meningkatkan Prestasi Belajar Melalui Model Pembelajaran Snowball Throwing Pada Mata Pelajaran Akidah Akhlak Kelas VIII MTs Al-Washliyah Pangkalan Brandan

Based on observations made by researchers in class VIII of Al-Washliyah Pangkalan Brandan Private MTs, information was obtained, namely the low level of learning motivation of class VIII students in the Akidah Akhlak study field which can be seen from the average score of students who are under the Minimum Completeness Criteria (KKM). ie as many as 20 students still get an incomplete score and 10 students get a minimum completeness of ? 70. The application of the learning model is still not optimal because learning is carried out only by using the lecture method and giving assignments and questions and answers. Thus resulting in not maximal effort of teachers to increase student motivation. Teachers in the Akidah Akhlak study field have not directed students to student-centered learning (student oriented) so that indicators in increasing student learning motivation are hampered by learning activities that do not fully develop student creativity in learning, especially in forming students' abilities in critical thinking. The method used by researchers is Classroom Action Research which uses a cyclical reflection system consisting of 3 (three) cycles to determine the increase in students' learning motivation. The results of this study are the application of the Snowball Throwing Learning Model in increasing student motivation in the field of Aqidah Akhlak studies for Class VIII MTs students. Private Al-Washliyah Pangkalan Brandan has been well implemented and there has been an increase since the beginning of the pre-cycle, namely the number of students who received an average completeness score of 53.78 students who received a complete score in the Akidah Akhlak study field, in Cycle I it increased to 67, 75 students who completed the Aqidah Akhlak learning activity on learning motivation material. In Cycle II the level of student completeness in learning the Aqidah Akhlak was 74.6 in Class VIII MTs. Private Al-Washliyah Pangkalan Brandan. Then analyzed from Cycle III the student completeness reached 83.7. Thus it can be concluded that the application of the Snowball Throwing learning model can increase student motivation in the field of Akidah Akhlak study.

Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training

IntroductionUniversity students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional knowledge about learning strategies, a guided peer-feedback system, and an optional intervention for students reporting low levels of motivation from the start of the semester.Methods and ResultsFour motivational variables were repeatedly measured over the course of 10 weeks. Students (N = 103) in our training showed an increase in their self-efficacy and intrinsic value, and a decrease in cost associated with learning-journal-writing throughout the semester. The optional intervention led to an increase in the intrinsic value associated with the learning journals for students with low motivation.DiscussionOur study suggests that this expanded self-regulated-learning training can help students maintain their motivation during a long-term training.

Снижение психологических барьеров принятия ответственности у гандболистов-подростков: лонгитюдное исследование

The paper reflects the results of a formative experiment aimed at increasing the readiness of adolescent athletes to take responsibility by reducing the psychological barriers that make it difficult. Responsibility as a personal quality is relevant in any activity, and adolescence is a sensitive period of its manifestation. This demonstrates the resource component of adolescence for the transition to adulthood and accompanies success in determining one’s place in activity and socialization. The development of responsibility occurs due to its formation from childhood, in the process of learning by example and the transfer of freedom of action in feasible matters, which often contradicts our habitual paternalistic position of upbringing and involuntary support of infantilism of youth. The study of the literature and the earlier ascertaining stage of the study made it possible to identify personality qualities that act as barriers to the manifestation of responsibility in adolescence; they are: anxiety, low level of motivation and self-management, negative coping strategies (escaping or distancing), blaming other people or circumstances. This made it possible to select diagnostic material for evaluating the results of the formative experiment, based on the following six methods: determining the level of responsibility, motivation, self-regulation, coping strategies, anxiety, the level of group development, assessing the relationship between the coach and athletes. The longitudinal study involved 16 adolescent athletes from Krasnodar. The formative experiment of responsibility development was carried out using the methodology of psychological training in a youth handball team for a year. The effectiveness of the training was evaluated by three diagnostic sections. Changes in the absolute values of the measured indicators and correlations between them were taken into account. The results of the study showed that the factor preventing the removal of psychological barriers to accept responsibility is excessive anxiety of young athletes. The study demonstrates the need and importance for longitudinal psychological work with athletes.

Учебная мотивация, осмысленность жизни и ассертивность у учащихся седьмого класса проекта «Математическая вертикаль»

Background. In Moscow schools there is a programme for vocational guidance for schoolchildren. One of these projects includes specialized classes in the project "Mathematical Vertical" for schoolchildren of grades 7-9. However, at present, studies of various psychological aspects of the influence of education on the personal characteristics of adolescents in special classes providing professional orientation for schoolchildren are not enough. Objective of the study was to assess school motivation, meaningfulness of life, assertiveness, as well ae to identify differences in these indicators between students in the 7th grade of the "Mathematical Vertical" project and their peers in the regular class, as well as to determine the correlations between the indicators under consideration. Methods. The questionnaire "Assessment of the level of school motivation" by N.G. Luskanova; the test by D.A. Leontiev to assess the level of meaningful life orientations; the assertiveness test by V. Capponi and T. Novak were used. Sample. The material was obtained for 50 students of the 7th grade. 28 adolescents (of which 50 % were boys) were students in a “regular” class, 22 subjects were students in a mathematical class (73 % were boys). The average age of adolescents was 13 years. Results. A low level of educational motivation was revealed among students in both classes. Male teenagers from the advanced mathematics class had a higher level of meaningfulness in life than their peers from the regular class. There were no gender differences in assertiveness test scores, while the number of assertive students was higher in the regular class compared to the maths class. The work also showed direct correlations between the levels of school motivation and meaningfulness of life, between assertiveness and meaningfulness of life. Conclusion. It seems appropriate to introduce a number of measures in various classes of the school with the purpose of the development of assertiveness, awareness and formation of life meanings and orientations, an active position in relation to one’s own life, which can positively affect the level of school motivation.

КРИТЕРИАЛЬНО-ДИАГНОСТИЧЕСКИЙ АППАРАТ СФОРМИРОВАННОСТИ КУЛЬТУРЫ ДЕЛОВОГО ОБЩЕНИЯ ВЫПУСКНИКА ВОЕННОГО ВУЗА

In the context of the development of the system of military education, graduates of military universities are required to use modern communication technologies for professional communication. However, the process of forming a culture of business communication among the cadets of military universities requires the resolution of the contradiction between the actual need for a culture of business communication among future officers and the insufficient development of the ways to form this quality in military universities. In military universities not enough measures are taken aimed at forming the culture of business communication, and a low level of motivation of cadets to independently study the foundations and requirements of a culture of business communication is determined. This actualizes the problem of cadets' readiness to business communication and the need to improve the quality of military professional communication of future officers. The aim of the study is to develop the criteria and diagnostic tools to measure the culture of business communication among cadets in an individual and group formats, to analyze the results achieved and to select the methods of correction. During the study, the following methods were used: factorial and correlation analysis of graduates’ feedback, systemic and statistical analysis. The authors determined the criteria and diagnostic tools; developed a technique to assess the culture of business communication; identified indicators of the formed quality; calculated coefficients; developed a system to calculate the formed quality index.

Instructional Materials and Implementation of Tusome Early Literacy Programme in Kajiado West Sub-County, Kenya

The purpose of this study was to carry out an evaluation of the implementation of Tusome Early Literacy Programme in Kajiado West Sub-County, Kenya. The study was guided by two research objectives: To establish the availability of learning and teaching materials in the teaching of reading in the implementation of Tusome Programme, and To establish challenges faced in the implementation of Tusome Early Literacy Programme in Kajiado West Sub-CountyThis study adopted an evaluation research design. The target population was 2079, comprising 1778 pupils in grade 3, 226 lower primary school teachers, 72 head teachers, and 3 CSOs in Kajiado West Sub-County, and a sample of 228 constituting 3 CSOs, 15 head teachers, 30 teachers, and 180 pupils. From the target population, a sample of 228 was used. Data collection tools were questionnaires for teachers, an interview schedule for CSOs and head teachers, a reading test for Grade 3 learners, and an observation schedule. Instrument validity was ensured by seeking the expert opinion of university supervisors. Instrument reliability was determined through the test-retest method. Descriptive statistics, which included frequencies, percentages, mean and standard deviation, were used for data analysis, and results were presented in tables. The study found that in most schools instructional materials were adequate for the effective implementation of the programme, and the quality of textbooks was high. The challenges faced in the implementation of Tusome programmes included: lack of facilities to store and maintain textbooks, high teacher workload, transfers of teachers already trained on Tusome Programme, low levels of teacher motivation, harassment of teachers by Curriculum Support Officers, which impended implementation of Tusome programme in the Sub-County. The study concludes that the availability of adequate instructional materials was vital for the effective implementation of Tusome Programme.

Translanguaging as a Mediator of Learning: Observation in the EFL Classes of Nepal

This paper explores the implementation of translanguaging in English-as-a-foreign-language (EFL) classes, focusing on its application in the context of sociocultural learning theory. By conducting naturalistic observations of 21 Grade 9 EFL lessons in three community schools in Kathmandu, the study investigated the benefits of translanguaging for Nepali-English emergent bilinguals. Thematic analysis of the classroom discourse using ATLAS.ti revealed that translanguaging effectively facilitated English learning through cognitive, affective, and interactional mediations. The research context featured low motivation and cognition levels, with Nepali as the common mother tongue (MT) for both teachers and students. In this scenario, translanguaging played a crucial role in mediating English language learning. The study underscores the importance of embracing students’ MT alongside English to foster a more effective and meaningful learning experience for emergent bilinguals in the contexts similar to the researched one. This highlights translanguaging as one of the valuable tools in target language learning (TL).

Let's Give Ear to the University Students Attending and Not Attending Synchronous Online Lessons!

Seeing that an overwhelming number of the students enrolled in the courses she offered did not attend the synchronous online lessons, the researcher felt the need for carrying out this qualitative case study to investigate the reasons behind it from the perspective of not only the non-attending but also attending students. Two qualitative surveys were conducted to collect the data. One was prepared for the students (n = 20) regularly attending the online lessons and the other was developed for the students (n = 20) who did not attend the lessons. The findings showed that low levels of student motivation, absence of compulsory attendance, and technical problems were reasons for the low level of student attendance to the synchronous online lessons.

MEDIATION EFFECTS OF WORK MOTIVATION: The Influence of Competence, Organizational Communication and Role Conflict on Employee Performance

This study aims to know Effect of Competence, Organizational Communication and Role Conflict on Employee Performance mediated by Work Motivation. To implement these objectives the data collection techniques are used through observation, questionnaires and documentation, using validity test analysis techniques, reliability testing, data analysis techniques, path analysis and sobel test. The results showed that competence had a positive and significant effect on employee performance, organizational communication had a positive and significant effect on employee performance. role conflict has a negative and significant effect on employee performance. work motivation has a positive and significant effect on employee performance. competence can increase motivation that has an impact on employee performance, work motivation can mediate the effect of organizational communication on employee performance. Mediation test results influence the role of conflict on employee performance through work motivation which shows that role conflict can explain the low level of work motivation so that the impact on declining performance the employee.

ФОРМУВАННЯ ТЕХНОЛОГІЙ КРИТИЧНОГО МИСЛЕННЯ ПРИ НАВЧАННІ АНГЛІЙСЬКОЇ МОВИ В НЕМОВНОМУ ВУЗІ

The article analyzes the need for the formation of critical thinking technologies for students of non-native high schools while learning English. It has been established that the formation of students' critical thinking is a necessity dictated by modernity and the rapid development of the latest technologies. The article discusses the concepts of "critical thinking" and "criticality". The main three stages of the technology of forming critical thinking are described: challenge, comprehension, reflection. It is clear that the challenge stage purpose is to actualize previously acquired knowledge. The comprehension stage consists in acquiring new knowledge on one or another scientific problem, and the reflection stage is designed to generalize the acquired knowledge, as well as to form the student's own point of view, to encourage the continuous search for new sources of information and its analysis. It has been proven that the methodology and technology of teaching English in language and non-language high schools, although it has many common features and similarities, but also has significant differences. The article analyzes the problems that an English language teacher in a non-speaking university may face, such as: low level of foreign language proficiency of students, low level of motivation of learning English, passivity of students in classes, as well as concentration only on specialized subjects. Several technologies for the formation of critical thinking in English language classes at non-language high schools are proposed: "K-W-L" tables, interactive recording systems while reading the text. At the reflection stage, the following types of work are offered: writing various types of argumentative essays on the topic that is studied, creating conceptual tables in which students can compare three or more aspects of one or another scientific problem that is studied; discussions, expressing somebody's point of view.

Эмпирическое исследование экологичности поведения старшеклассников в контексте субъект-средовых взаимодействий

Due to the climate change and the rising levels of stress in the society, a comprehensive study of the sustainable behavior of high school students is of particular relevance, not only in relation to the environment, but also to their interaction with the others. The purpose of the research is to study the sustainable behavior of high school students in relation to the environment and to other people. The hypothesis is twofold: 1) a higher level of environmental motivation of high school students will correspond to a higher level of their pro-sustainable behavior in everyday life; 2) a higher level of high school students’ ability of self-governance in interaction will correspond to a higher level of their prosustainable behavior in everyday life. The sample of the research comprises 10th and 11th high school graders (N = 145; male = 38%, female = 62%, average age 16.8 years, SD = 0.62 years) from two Russian cities: Vladimir (n = 70) and Samara (n = 75). The following methods were used: “Selfreport questionnaire of pro-sustainable behavior in everyday life” (I. V. Kryazh, K. A. Andronnikova) was used to assess the level of sustainable behavior of high school students in everyday life; the subtest “Environmental motivation” from the “Questionnaire of ecological consciousness” (M. O. Mdivani) was utilized to diagnose the environmental motivation; the methodology “Study of the ability of self-governance in interaction” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov) was used to assess high school students’ ability of self-governance in interaction. In general, a low level of sustainable behavior was shown by 16% of the high school students, 63% of them demonstrated an average level, a high level was shown by 21% of the high school students. At the same time, 8% of the high school students showed a low level of pro-sustainable behavior, and 48% of them showed a high level of pro-sustainable behavior. While 41% of the high school students showed a low level of environmental motivation, and only 6% of them showed a high level. This discrepancy in the results of pro-sustainable behavior and environmental motivation is explained by social-desirability bias when evaluating pro-sustainable behavior. No significant differences were found between the data of high school students living in Vladimir and Samara. Gender differences were found only for the data on pro-sustainable behavior in everyday life. A statistically significant correlation between pro-sustainable behavior and environmental motivation was established. No such connection was found between pro-sustainable behavior and self-governance in interaction. This may indicate that the students do not have enough skills and motivation to build subject-collaborative and subject-engaging interactions in relation to the environment. The results indicate the need for a broader understanding of the sustainable behavior of high school students, namely, that the behavior should be eco-friendly not only in relation to the surrounding nature, but to the surrounding people.

INTERNATIONALIZATION OF HIGHER EDUCATION: INTERNATIONAL VECTORS OF UNIVERSITY DEVELOPMENT STRATEGY

Internationalization of higher education is entering a new phase. There is a shift from external internationalization with a strong focus on a small elite of mobile students, faculty, and programs to internal internationalization open to all members of the academic community. The purpose of the work is to determine the current trends in the internationalization of higher education in European countries, to examine in detail the aspects of the University of Bologna's activities in the development and implementation of the internationalization strategy, and to identify factors that contribute to its successful implementation OR restrain this process. The article examines the peculiarities of the implementation of the policy of internationalization of higher education in Germany, Great Britain, Italy, and Poland. The European experience of implementing internationalization strategies is considered using the example of the University of Economics and Humanities in Warsaw (AEH) (Poland). The main documents regulating the process of internationalization at the interstate level have been analyzed. The author substantiated concepts that determine the internationalization of higher education in various discourses and the concept of internationalization in the field of higher education in international practice. The mechanism of internationalization of higher education is determined, the prerequisites for its implementation are revealed. Particular attention is paid to the consideration of the specifics of implementing internationalization of higher education in the EU countries (including Poland) in the context of globalization. In the course of the work, the main changes in the process of internationalization in Europe that took place in recent decades were highlighted and described. It was concluded that the process of internationalization, the main goal of which is to improve the quality of education and research activities, is becoming a strategic direction of higher education institutions; close attention begins to be paid to ensuring the conditions for the formation of intercultural competences in all students. The results of the empirical research indicate that the key directions of the university's activity regarding the development of this process are the development of academic mobility of students, the opening of joint educational programs with foreign universities, the development of international research activities. One of the factors stimulating these processes is the development and monitoring of implementing the internationalization strategy. Difficulties in the implementation of this strategy, as before, are of a financial nature, and are also associated with a low level of foreign language proficiency and insufficient motivation of both students and teachers to participate in academic mobility programs and international research projects. The material presented in the article can be useful to employees of international departments of higher education institutions and persons engaged in theoretical and practical research in the field of internationalization development. The results of the study can become the basis for the development and implementation of the strategy of internationalization in domestic universities.