Abstract:

The previous didactic models of learning processes were characterized by input- to output-oriented action - i.e. by a process based on input by teachers, which takes place as part of a teaching activity and leads to a learning result for students. Associated with this is an orientation towards knowledge and less towards the ability to implement the acquired knowledge. However, the aim of every form of higher education training must be that knowledge develops into skills and skills and qualifications into action competences (European Qualifications Framework, EQF). An essential factor for the labor market is the “employability” of university graduates. In addition to knowledge and qualifications, social skills and independence combined with language skills are necessary for this transition.

In the contemporary global landscape, the demand for individuals equipped with a diverse range of competencies has become increasingly crucial for success in international contexts. This shift in focus from outcome orientation to competence orientation has prompted educators and institutions to explore innovative teaching methods to meet these evolving needs. Blended Intensive Programmes (BIP), which combine online and face-to-face learning, have emerged as a promising approach to foster competence-oriented education in an international setting.

This research aims to investigate the effectiveness of BIPs in facilitating the transition from an outcome-oriented approach to a competence-oriented approach. By means of case studies and interviews with key stakeholders, including learners, educators and employers, factors are identified that contribute to the effectiveness of these international mobility programmes. Additionally, the study explores potential challenges and barriers individuals may face to gain insights into the impact of these programmes on competence development. This is done by objectives measures such as pre-and post-programme assessments which evaluate the acquisition and application of competencies.

The findings of this study contribute to the existing body of knowledge on competence-oriented education and its relevance in an international context. The research outcomes will provide valuable insights for educators, institutions, and policymakers involved in designing and implementing educational programmes aimed at cultivating a competence-based approach. Furthermore, the study's outcomes inform curriculum development strategies, pedagogical approaches, and the integration of technology to enhance the effectiveness of educational interventions in fostering competence orientation.

By exploring the potential of BIPS to support competence development, this research seeks to address the existing gap in literature regarding the practical implementation and effectiveness of such programs in an international setting. The study's results provide evidence-based recommendations for leveraging BIPs to meet the diverse needs of learners in preparing them for the challenges of the globalized world. Ultimately, the findings of this research have the potential to inform educational practices and contribute to the enhancement of competence-oriented education in international contexts.

Keywords:

Competence-orientation, Internationalization, Employability, Learning process, BIP.