SELF-DIRECTED LEARNING IN INTERCULTURAL CONTEXT. CASE STUDY

Student mobility programs has become an important basis for personal, professional and academic development of participants in higher education. Participation leave so important results in the lives of students who appear decisive figure out what emotions experienced by students and how they react to these experiences. This paper is the third part of a research project on student mobility and social sciences as well as natural and technological sciences, lasting three years. Against this background, this part aims to explore the emotions experienced during and after a stay abroad and their links with self-directed learning process abroad.

For their qualitative approach, this study attempts interpretation and understanding of the experiences of students and is based on contributions by students, obtained through interviews and reports in writing. It is intended to provide answers to questions such as: Do students express a change in their cultural awareness, influencing their professional learning and personal development? Is there any evidence of achievement or progress in the self- directed and intercultural learning? In addition, various theoretical approaches will be discusses focusing on self-directed learning, which is a factor in connection with intercultural learning.

It contributes to rethink some educational processes, where further support to promoting intercultural competence to prepare students before going abroad.