The value of mobility lies not merely in experiencing different cultures firsthand but in fostering true intercultural competencies through meaningful immersion, reflection, and analysis. While studying abroad provides students with opportunities to enhance academic knowledge, employability, language skills, and personal growth, research shows that it does not automatically lead to the development of intercultural competencies or the reduction of prejudices.
Students often return with unchanged biases and struggle to effectively interact with locals or navigate intercultural challenges. To address these issues, higher education institutions need to equip students with the necessary knowledge, skills, and attitudes for better intercultural learning.
- What kind of intercultural preparation and debriefing initiatives are provided by higher education institutions to students going abroad and returning home after mobility?
- How do students perceive the importance of these schemes and what do they say about their content?
- What are the key features of pre-mobility intercultural interventions, and what are the most crucial aspects of post-mobility debriefings?
This report, a component of the PADMICA project, maps the existing measures for intercultural preparation before mobility, initiatives during, and debriefs after mobility, collectively referred to as ‘intercultural interventions’. It identifies good practices and common pitfalls, leading to recommendations for the development of the comprehensive blended intercultural preparation and debriefing modules.
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