THE READINESS FOR THE INTERNATIONAL MOBILITY OF THE STUDENTS OF THE PRESCHOOL EDUCATION PROGRAM OF KAUNO KOLEGIJA HEI

Abstract

The article focuses on the topic of students’ international mobility during their studies. It offer a review of the obstacles by implementing the principle of international mobility in study process and highlights the benefits of the international experience gained during studies. It also presents the results of an empirical study conducted in 2024 at Kauno Kolegija HEI (KK). By analyzing European and national educational documents, it has been observed that, in recent years, specific requirements have been formulated for higher education institutions to include a mandatory study component abroad or other forms of gaining international experience for a defined duration within their study programs. Researchers from the Department of Pedagogy at KK, who train preschool (IPU) teachers, have identified the need to assess students’ international studies’ and professional development experiences, as well as their readiness for international mobility – both for full-time and part-time students. The research problem is how prepared are the students of the KK IPU study program to implement the principle of international mobility within the study program? The aim of the research conducted by the Department of Pedagogy at KK was to reveal the readiness for the international mobility of students of the Preschool Education (IPU) study program. 261 full-time and part-time students participated in the survey. Before conducting the empirical research, the task was set to theoretically identify the obstacles and advantages of implementing the principle of international mobility in studies. Based on the analysis of selected sources, the main obstacles by implementing the principle of international mobility in studies are considered to be issues related to an individual’s physical condition, educational barriers, cultural differences and discrimination, social obstacles, economic difficulties, systemic barriers (such as in education / training systems and programs), and a lack of foreign language skills. The advantages of international student mobility emerge at several levels: individual level (personal qualities and skills are improved, and individual experiences are gained); institutional level (professional qualifications are enhanced, and inter-institutional connections are established); systemic level (the overall quality of higher education improves through academic exchanges); European level (a sense of European unity and cooperation is fostered). The empirical research revealed that KK IPU program students, regardless of their study form, have not studied abroad for an extended period (over 1 month). Only a few part-time students, for whom studies at KK are not their first education, have international experience, such as volunteering in a preschool education institution, internships at vocational schools, or internships abroad funded by their workplace or other institutions. The research revealed marginal student participation in the Erasmus exchange program, particularly among part-time students. This includes limited experience in interacting with foreign students at KK, participating in international projects, and informal interactions with foreign guests visiting the KK. The analysis of data on students' attitudes and opportunities regarding studying abroad showed that half of both full-time and part-time students would be willing to study abroad for one semester, as they view it as a valuable opportunity for personal and professional growth. Nearly half of the students are motivated by the opportunities for personal and professional development that studying abroad would provide. However, the requirement for mandatory studies abroad, as stipulated in the study organization guidelines, has no significant impact on the motivation of the surveyed students to study in another country. Respondents who indicated they would not agree to study abroad for one semester cited the following main reasons: full-time students mentioned financial challenges, difficulties in the study process, and integration into a new study environment, while part-time students referred to family-related, financial, and work-related circumstances. Both full-time and part-time respondents preferred short-term opportunities for gaining international experience during their studies, such as summer camps, international internships, and placements, or studies at a foreign higher education institution lasting up to one month. For one-third of part-time students, intensive programs or projects (e.g., one-week programs) in Lithuania or abroad were also acceptable.