Abstract:

This paper explores the integration and development of cross-disciplinary skills and competencies within the Erasmus program, focusing on a collaborative initiative between Gustave Eiffel University in France, ISCTE in Portugal, and Tomas Bata University in the Czech Republic. As the global job market increasingly demands versatile and adaptable skill sets, higher education institutions must prioritize the cultivation of such competencies among their students. This program was also built to give the same level of knowledge on the use of the current technologies in businesses including the “making “ of innovations for a city and its citizens. The Erasmus program, with its inherent emphasis on international exchange and cooperation, provides an ideal platform for this endeavor.

The study outlines the pedagogical strategies employed by the participating universities to enhance cross-disciplinary learning. These strategies include interdisciplinary coursework, collaborative projects, and experiential learning opportunities that encourage students to apply theoretical knowledge in practical contexts. The paper also examines the role of cultural exchange in fostering a broader understanding of global issues and diverse perspectives, which are crucial for developing competencies such as critical thinking, problem-solving, and intercultural communication.

Additionally, the paper discusses the criteria and processes for selecting students for this program, ensuring a diverse and motivated cohort capable of maximizing the benefits of the initiative. To evaluate the effectiveness of the program, a comprehensive questionnaire was administered to participants, capturing their perceptions of the gains, benefits, and learning outcomes from the blended intensive program. This program comprises eight online sessions and a full week on-site, offering a holistic European educational experience.

The questionnaire results provide insights into how the program has impacted students' skills and competencies from a European perspective. It highlights improvements in areas such as adaptability, collaborative skills, and cultural awareness. The study also interrogates the specific competencies that each university aims to enhance in their students, aligning these goals with broader European educational objectives.

Finally, the paper includes a detailed bibliography on the topics of skills and competencies, European competencies, and Erasmus programs, offering a robust theoretical foundation for the discussion. By fostering a more integrated and comprehensive approach to skill and competence development, higher education institutions can better prepare students to meet the challenges of a rapidly changing global workforce.

Keywords:

Cross-disciplinary skills, competencies, Erasmus program, international education, intercultural communication, experiential learning, European competencies , skills,student selection, blended learning, digital technologies.