Abstract:

Learning mobility within the Erasmus+ programme represents a combination of practical experience and learning activities. For higher education institutions, these opportunities support internationalisation, the development of innovative projects and the modernisation of the portfolio of opportunities for both students and teachers. This paper analyses the impact of Erasmus+ mobility on students. The focus is primarily on the development of key competences for the 21st century, such as “soft skills”, an interdisciplinary approach, multicultural awareness and a high level of adaptability in an international environment.

The paper presents a qualitative case study based on the results of a survey among students of the Department of Chemistry in the study programme Chemistry Teaching combined with the study field. The presented case study is based on the results of a survey aimed at identifying the key benefits of mobility for pre-service chemistry teachers. The survey analyses the feedback and results of 22 students (master's and bachelor's degrees) who completed mobility at partner universities in Poland (URad in Radom and UKEN in Krakow) in 2024-2026. For many students, the motivation for repeated participation in foreign internships was mainly the deepening of professional training combined with the acquisition of new life experiences.

The results point to significant benefits in several areas:
- Development of professional and didactic competences: Familiarisation with innovative pedagogical methods and access to various study programmes, the ability to apply theoretical knowledge in real laboratory conditions and the transfer of professional innovations to pedagogical practice.
- Digital literacy: Use of information and communication technologies (ICT) during mobility, respecting key European policies in the field of digitalisation of education.
- Interpersonal competences and personal development: Significant improvement in organisational skills, critical thinking and language competences.
- Social and cultural awareness: Deepening cultural awareness and establishing international partnerships through active participation in discussions and leisure activities at the host institutions.

The survey data indicate a 100% satisfaction rate, with students describing the mobility as an “inspiring experience” that combined theoretical lectures with practical activities. The survey results highlight the importance of short-term placements in supporting European priorities such as environmental sustainability, multicultural diversity and inclusive education. In conclusion, we can state that the experience of an international environment is irreplaceable for the development of professional self-confidence of pre-service chemistry teachers.

Keywords:

Erasmus+ mobility, training of pre-service teachers, chemistry education, digital literacy, soft skills, internationalization.