Institutional support in organising international exchange and educational mobility of female pedagogy students

Abstract

The article explores the role of institutional support in organising international exchange as a de
terminant of educational mobility among female pedagogy students. Drawing on the context of
the Erasmus+ programme and broader internationalisation strategies in higher education, the study
investigates how practical support – such as assistance with administrative procedures, accommo
dation abroad, academic calendar alignment, and adaptation to hosting university demands – affects
students’ attitudes toward mobility. The research was conducted in 2017–2019 at the Faculty of
Educational Studies of Adam Mickiewicz University, Poznań, involving female students (N = 114),
both participants (n = 50) and non-participants (n = 64) of Erasmus+ exchange. Using a diagnostic
survey method (auditorium survey with questionnaire) and statistical analysis, the study reveals that
while most students perceive practical support as a potential benefit of mobility, those not planning
to participate more frequently associate it with possible disadvantages. Notably, administrative pro
cedures and adaptation challenges emerged as most ambivalent factors – viewed simultaneously as
opportunities and obstacles. The findings suggest that enhancing institutional efforts in providing
clear, accessible information and practical support may be crucial for fostering international ex
change, and it may also contribute to rebuilding student mobility in the post-pandemic era