Abstract:

The growing demand for 21st-century competencies among future engineers is driving higher education institutions, particularly technical universities, to introduce innovative forms of international and interdisciplinary courses that complement traditional study programmes. For many years, students of Bialystok University of Technology have actively participated in international summer schools and intensive courses organised outside their home institution. The first such initiative was implemented in 2017 within the VIPSKILLS – Virtual and Intensive Course Developing Practical Skills of Future Engineers project in Córdoba, Spain. Since then, the outcomes of these international learning experiences have been systematically monitored.

This study evaluates the perceived educational and professional benefits of international and blended courses based on survey data collected from 84 student participants. The results indicate that while students find blended learning formats attractive, their motivation to participate increases significantly when the on-site component is sufficiently long to enable networking, relationship-building, and meaningful intercultural experiences. Students strongly valued opportunities for cultural exchange and informal learning alongside formal academic content.

Beyond immediate feedback, the longer-term professional development of participants was also analysed. Post-course outcomes included scientific publications, conference presentations, and the integration of acquired competences into bachelor’s and master’s theses, demonstrating tangible academic and professional benefits. Survey results show that 90% of respondents considered the course objectives clear and the content useful. Nearly half of the students (47%) believed that the newly acquired skills would be beneficial during their studies, while 53% stated that these competences would be useful in their future professional careers. Knowledge exchange among participants was highlighted as a key advantage by 88% of respondents, and an equal proportion positively evaluated the balance between workshops and lectures.

Overall, the findings confirm that international courses and summer schools play a significant role in developing transversal, professional, and intercultural competences of future engineers. The results support the further integration of such initiatives within European University alliances, such as ACROSS, as an effective tool for enhancing the quality and international dimension of engineering education.

Keywords:

Students, blended mobility, skills, engineers, European University.