Academic Mobility of Students as A Pressing Issue in Modern Higher Education

International Journal of Pedagogics

134

https://theusajournals.com/index.php/ijp

VOLUME

Vol.05 Issue04 2025

PAGE NO.

134-137

DOI

10.37547/ijp/Volume05Issue04-36

Academic Mobility of Students as A Pressing Issue in Modern
Higher Education

Faizullaeva Nilufar

Tashkent State University of Economics, Uzbekistan

Received:

24 February 2025;

Accepted:

20 March 2025;

Published:

23 April 2025

Abstract:

Today, the essence of the process of academic mobility has become the subject of study for a wide

range of scientists around the world. In the article, the author analyzes the semantic content of such phenomena
as: academic and social mobility of a future specialist in connection with obtaining higher professional education.
The relationship between educational quality and academic mobility is also substantiated. Today it is celebrated
as an inevitable phenomenon dictated by global integration processes. After all, the world increasingly values
correct, constructive communications and the ability to build dialogic, partnership-based relationships.

Keywords:

Mobility, students, educational structure, development, academic mobility, professional education.

Introduction:

A new look at global changes in society

has given rise to the need to modernize education,
construct a new educational environment, and
professional education, where the development of
academic mobility is oriented in accordance with the
value priorities of the individual. Today, thanks to the
modernization of regulatory documents governing
educational activities, the development of intercultural
interaction skills is becoming one of the main indicators
of successful achievement of educational results by
modern students.

One of the important problems of the modern process
of modernization of the educational process of the
university is the development of academic mobility of
both students and faculty. The development of
academic mobility of students in higher professional
educational institutions is one of the most priority
areas in educational policy.

The structure of academic mobility assumes the unity
and interrelation of the following aspects:

–

implementation of professional knowledge and skills

that meet international standards;

–

the readiness of future specialists to perceive

international technological innovations;

–

expansion of the profile of professional training of

specialists;

–

freedom and variability in choosing an educational

route,

educational

modules

and

educational

institutions;

–

development of creativity and critical thinking of the

individual;

–

readiness of future specialists to actively use a foreign

language.

The development of academic mobility of university
students is implemented on the basis of the principles
of continuity, variability, freedom of choice, framework
implementation of the variable part of the main
educational program (50% and 70% for bachelor's and
master's programs), pragmatism, and subjectivity.

METHOD

The concept of “academic mobility” entered the

pedagogical thesaurus in connection with the
transition of the higher education system to a multi-
level system of training specialists. From the standpoint
of developing the international educational space,
academic mobility is aimed at optimizing international
relations for the implementation of educational
programs, student exchange and joint activities of the
teaching staff.

An analysis of specialized literature devoted to the
study of requirements for modern competencies
allowed us to identify global competence, which is

International Journal of Pedagogics

135

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International Journal of Pedagogics (ISSN: 2771-2281)

interpreted by the authors as the ability to use acquired
skills to solve extraordinary problems; as the ability to
quickly integrate into an intercultural environment; as
a readiness for constant self-training and the transfer
of accumulated knowledge to new objects of reality.

The authors note that the problem of developing global
competence is the subject of foreign studies, primarily
in the context of students' participation in academic
mobility programs. They present its most meaningful
definitions [3].

Academic mobility is consistent with the education of
students in foreign universities, as well as the activities
of teachers and staff in foreign educational or scientific
institutions, which in pedagogical theory is interpreted
as external (international) mobility. Academic and
other types of mobility cannot be reduced to specific
actions, technologies and mechanisms associated only
with the student exchange system of educational
institutions. This is a rather complex and multifaceted
management process at a new stage of international
cooperation in the exchange of educational programs,
the introduction of a multi-level system of training new
generation specialists into the educational process of
universities.

The basis of the study is the formation of global
competence of students, to the study of which many
scientists have devoted their works (M. Bennett, V.
Brushtain, K. Nam, D. Van Roekel, V. Hunter, etc.)

The development of a modern organizational culture
consistent with the scientific research activities of
students as a creative process of acquiring new
knowledge and the meaning of the subject's integral
life activity; means and methods for improving the
quality of the educational process of the university and
is one of the ways to form individual and social mobility
in students.

In order to determine the pedagogical conditions for
the development of academic mobility of university
students, informational talks and surveys were
organized and conducted.

In order to determine the pedagogical conditions for
the development of academic mobility of university
students, informational talks and surveys were
organized and conducted. The respondents were
students and employers. The substantive part of the
questionnaire

questions included students’ opinions on

the positive and negative aspects of mobile education,
on planning internships, and on obtaining additional
professional education in foreign universities. The
results of the survey showed that 67% of students
studying

under

the

double

degree

system

independently decided to study along this educational
path.

It should be noted that 6% of students who completed
their studies under the dual degree system plan to stay
and work in their hometown, 25% intend to work in the
metropolitan areas of their home country, and 69% of
students plan to organize employment in other
countries, such as Korea, the United States of America,
and Germany. The issue of lack of interest in organizing
mobile education and introducing a credit-modular
system in the university in the person of enterprises,
institutions, and organizations acting as employers as
consumers in the labor market of young specialists is
significant.

The study participants strongly believed that the
experience of participating in international academic
interactions provides graduates with the ability to work
in an intercultural global professional environment. A
double degree allows one to recognize and understand
systems of linguistic, political, and practical
phenomena, which ensures the formation of
professional, general cultural, and social competencies
and helps in establishing interpersonal relationships.

The data obtained as a result of the survey of potential
employers are interesting. Almost all the qualities and
characteristics of future potential employees that
students develop during their stay abroad are assessed
by employers as relatively important.

These include: the ability to cooperate, reliability and
responsibility, the ability to effectively solve problems,
adaptability and the ability to respond to changes in the
external environment. At the same time, respondents
note the importance of such qualities as the ability to
interact with people from other cultures, knowledge of
the traditions of foreign countries and cultures, and
readiness to work abroad. Interestingly, enthusiasm
and ambition at work ranked in the middle of the list of
important indicators. Tolerance, analytical thinking,
empathy, and the ability to work in a team were found
to be the least important for employers. At the same
time, all employers agree that the experience of
participating in academic mobility contributes to the
development of professional and general cultural
competencies, as well as the personal growth of the
future specialist.

RESULTS AND DISCUSSION

In the process of developing a student’s readiness for

academic mobility as a personal quality of a future
professional, a special role belongs to the development
of innovative technologies of the educational process,
which is based on the creation of a system of subject-
subject relations between its participants. An
important role is played by identifying the conditions
for the implementation of the comprehensive
development of students, including practical testing of

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International Journal of Pedagogics (ISSN: 2771-2281)

strengths and abilities in various types of activities:
educational, professional, project-based.

To identify the specifics of students' movement for
training, internships, etc., we conducted an online
survey of students who had been abroad: internships
at work (industrial practice), educational programs
abroad, study, work, etc. The survey showed that 97%
of students had a significant impact on their own
worldview (consciousness). This is explained by the fact
that they lived in a foreign country without parental
care, worked in a foreign-language environment and
earned money on their own. The thesis that family
occupies the highest position among the values of
young people is confirmed. Participants also point to an
expansion of thinking: seemingly familiar concepts such
as discipline, prudence, and responsibility are
perceived in a new way. Traveling to a foreign country
teaches you to appreciate your native lands in a new
way. Opportunities arise to re-set your own priorities,
and it strengthens your character.

83% of respondents indicated that the level of acquired
knowledge of a foreign language was insufficient, there
was a lack of vocabulary, knowledge of grammar, and
socio-cultural characteristics of the recipient country.

53% of those who studied abroad noted that the
differences between the curricula were significantly
different. The same applies to the organization of the
educational process. For example, the writing and
defense of diploma theses occurs only under the
guidance of a supervisor and is highly specialized.
Usually such work is carried out on request of an
enterprise or firm. That is, scientists and students work
on a specific project with its subsequent
implementation in production. The educational process
is organized in such a way that students work
independently most of the time (2

–

3 days a week

independent work, other days

–

with teachers).

92% indicated a high level of technological support for
the educational process, when all information about
teachers, schedules, workload, etc. can be found on the
university website. Also, each teacher has his own blog,
where

he

communicates

with

students.

Computerization, in a certain way, also helps students
in learning and searching for information. For example,
the university installs special programs for translating

terms on students’ laptops. This obviously makes it

easier to work with textbooks. Students note that using
the latest technology in classes makes them interesting
and meaningful.

The productive direction of development of academic
mobility of university students should promote
personal self-affirmation, self-realization in the course
of solving educational problems in the context of a

focus on success and the desire for success.

The study identified the difficulties encountered by
students who participated in international educational
exchange programs while staying and studying in
another country. This allows us to identify the reasons
for the emergence of these difficulties and to assist
students in eliminating these reasons in the process of
formation and development of their academic mobility.

The analysis of the results shows that most of the
difficulties encountered by students who participated
in international educational exchange programs are
related to the integration of students into another
cultural environment. The number of such subjects
amounted to 38.2% of the total number of
respondents. A significant number (21.8%) of
difficulties are associated with the insufficient level of
proficiency of students in a foreign language, as a result
of which there is a decrease in communication
capabilities. A smaller percentage reflects the
difficulties of integrating students into the educational
or academic-professional environment of the host
country.

It was found that about 10% of students experience
difficulties in achieving their educational or
educational-professional goals in their own subject
area. 18.1% of respondents participating in the
experiment did not experience any serious difficulties
when participating in international educational
exchange programs.

CONCLUSION

Academic mobility is one of the priority areas of
international education, and the main pedagogical
condition for its development is the process of inclusive
learning of students.

The main structural components of the pedagogical
process are the following: establishment of equal
partnership relations between the university and
foreign educational institutions; implementation of the
opportunity for students to test themselves in another
system of organization of higher professional
education; students gain additional knowledge in
related fields; improve their foreign language skills;
become familiar with foreign enterprises and
organizations that provide an internship base.

The above components are the conditions for a student
to receive a double degree. Through academic mobility,

the student’s internal need is realized, ensuring the
student’s integration into the production sphere

through

the

space

of

relationships

and

interconnections. Thus, academic mobility is, first of all,
an opportunity for students, provided by partner
universities, to form and improve their professional

International Journal of Pedagogics

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International Journal of Pedagogics (ISSN: 2771-2281)

educational training themselves through the choice of
subjects, disciplines, courses, and educational
institutions in accordance with their inclinations and
aspirations. Academic mobility gives each student the
opportunity to build their own educational trajectory
within the framework of the functioning of the higher
professional education system in general and the
continuous education system in particular.

In order to build and implement an international
educational trajectory, a future specialist needs to form
and develop international educational competencies,
and a university needs to ensure partnership
interaction with the global educational community.

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