




































AGORA International Journal of Economical Sciences, http://univagora.ro/jour/index.php/aijes 

ISSN 2067-3310, E-ISSN 2067-7669 

Vol. 19, No. 1 (2025), pp. 386-398 

 

386 

 

PROFESSIONAL GROWTH THROUGH SHORT-TERM 

INTERNATIONAL MOBILITY: A QUALITATIVE STUDY BASED ON 

STUDENT REFLECTIONS 
 

V. BERANDZE, M. KHELASHVILI, L. CHICHUA, K. AŠKERC ZADRAVEC 
 

Veriko Berandze¹, Mirian Khelashvili², Levan Chichua³, Katarina Aškerc Zadravec⁴ 

¹ ² ³ Business and Technology University, Georgia  

¹ E-mail: veriko.berandze.1@btu.edu.ge  

² E-mail: mirian.khelashvili.1@btu.edu.ge  

³ E-mail: levan.chichua.1@btu.edu.ge 

⁴ B2 Ljubljana School of Business, Slovenia 

https://orcid.org/0000-0003-4710-2066, E-mail: katarina.askerc@b2.eu 

 

Abstract: In response to the evolving demands of globalised labour markets, higher 

education institutions are integrating international and intercultural perspectives into the 

curriculum to foster students’ professional growth by developing core employability skills. This 

study explores the development of soft and transferable competences through students’ 

participation in a one-week, project-based international mobility programme. Using a 

structured reflection framework and qualitative content analysis, the article examines 29 

student reflections guided by a set of thematically aligned prompts and reflective questions. 

The findings indicate that even short-term international collaboration can lead to meaningful 

development of key professional competences, including intercultural communication, 

adaptability, teamwork, and digital literacy, as shaped by the designed pedagogical activities. 

Students also reported increased global awareness, clearer career orientation, and enhanced 

goal clarity in relation to future professional pathways, alongside the practical application of 

skills in authentic contexts. The results underscore reflective writing as an effective 

pedagogical strategy in international learning environments, helping students to recognise and 

articulate otherwise hidden competences. While the study’s small sample size presents 

limitations, the findings support the integration of short, intensive, and internationally diverse 

learning formats into higher education curriculum to foster employability-relevant skills. 

Keywords: professional growth, intercultural competence, short-term mobility, 

international project collaboration, student reflections, employability skills 

 

INTRODUCTION  

Globalisation, the digital transformation of economies, and other contemporary trends 

require higher education institutions to move beyond the mere transmission of academic 

knowledge and instead foster the development of competencies essential for professional 

growth, employability, international engagement, and responsiveness to rapidly changing real-

world conditions. In addition to disciplinary expertise, today’s graduates must acquire 

adaptability, flexibility, critical and analytical thinking, technological proficiency, 

sustainability awareness, and the capacity to clearly communicate and present ideas and 

innovations (World Economic Forum, 2025). These capabilities are vital for navigating 

complex, uncertain, and rapidly evolving environments. As a result, higher education 

institutions are increasingly called upon to adopt flexible, inclusive, and interculturally 

responsive teaching and learning approaches that support the comprehensive development of 

students. International learning experiences—regardless of their duration or modality—

mailto:veriko.berandze.1@btu.edu.ge
mailto:mirian.khelashvili.1@btu.edu.ge
mailto:levan.chichua.1@btu.edu.ge
https://orcid.org/0000-0003-4710-2066
mailto:katarina.askerc@b2.eu


PROFESSIONAL GROWTH THROUGH SHORT-TERM INTERNATIONAL MOBILITY: A 

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provide a critical role in students’ professional growth, enhancing their preparedness for 

effective participation in globally interconnected professional and societal environments. 

The objective of this article is to analyse the dimensions of professional growth 

perceived by students following their participation in a one-week international project-based 

mobility abroad. This short-term mobility experience was embedded in an innovative teaching 

and learning framework, where international student teams collaboratively developed project 

ideas, identified solutions under time constraints, and presented their outcomes. Structured, 

question-guided student reflections—submitted upon completion of the mobility—were 

systematically and qualitatively analysed to explore the development of students’ experiences, 

skills, and competencies. The analysis aims to provide insights into how international project 

collaboration fosters professional growth in a short-term, high-impact learning environment. 

 

The Demand for Trend-Responsive Teaching Methods in International Learning Settings 

Innovative, trend-responsive teaching methodologies have proven effective in fostering 

interactive and student-centered learning environments. These approaches enhance student 

engagement, performance, and the development of relevant competencies (Al Mamun & 

Lawrie, 2023; Herodotou et al., 2019; Malekigorji & Hatahet, 2020; Mustafa, 2024; Safapour 

& Kermanshachi, 2018; Zettinig et al., 2021). In contrast, although traditional teaching 

methods may deliver content efficiently, they often lack the capacity to promote dynamic 

engagement and the cultivation of essential higher-order skills such as creativity, critical 

thinking, and problem-solving (Puranik, 2020). Contemporary education increasingly 

prioritizes the development of transversal and soft skills—competencies crucial for both 

societal progress and professional success in today’s complex and interconnected world.    

Competence-based education reorients learning toward the demonstrable acquisition of 

skills, moving beyond rote memorization and time-based metrics. Unlike traditional systems 

that emphasize standardized testing, competence-based education prioritizes mastery of 

specific competencies—such as problem-solving and technical expertise—while allowing 

learners the flexibility to progress at an individualized pace (Catacutan et al., 2024; Klein-

Collins, 2013). Competence development has emerged as a cornerstone of contemporary 

pedagogy, aligning educational outcomes with the evolving demands of society and the global 

labor market. Within this framework, internationally composed classrooms play a critical role 

in advancing competence development by purposefully integrating global and intercultural 

dimensions into both formal and informal curriculum. This includes embedding international 

and intercultural perspectives into the curriculum, such as internationalised learning outcomes, 

inclusive teaching approaches, culturally diverse study materials, and assessment strategies 

(Beelen & Jones, 2015; Leask, 2015) that support the development of intercultural competence 

and other employability skills (Aškerc Zadravec, 2024, 2025).When combined with innovative 

and trend-responsive teaching methods, such learning environments provide a powerful 

platform for fostering essential soft skills needed for students' professional growth in 

international and intercultural settings.   

International learning environments—whether facilitated through physical mobility 

programs, international collaborative projects, virtual mobility (O’Dowd, 2021), or other 

formats, both short- and long-term—encourage students to step outside their comfort zones. 

These experiences enable them to navigate unfamiliar contexts, communicate across cultures, 

and approach challenges from multiple perspectives. In doing so, students develop key 

competencies such as adaptability, critical thinking, teamwork, digital literacy, and 

intercultural communication. One of the most prominent European programmes supporting a 

wide range of international mobility formats is the Erasmus programme, which offers 

numerous benefits and exerts long-term impacts at the international, national, institutional, and 



Veriko BERANDZE, Mirian KHELASHVILI, Levan CHICHUA,  

Katarina AŠKERC ZADRAVEC 

 

388 

 

individual levels, often surpassing the scope of national or regional initiatives (Braček Lalić, 

2024). Students participating in Erasmus exchanges consistently report enhanced intercultural 

openness, personal growth, social engagement, and the development of academic and 

employability-related skills. Furthermore, they frequently indicate increased European 

identity, improved communication abilities, strengthened intercultural competence, and a 

greater capacity to act effectively in unfamiliar situations. These students also describe 

becoming more open-minded, resilient, and curious (Dolga et al., 2015; European Commission, 

2019; Hossain et al., 2022; Rai et al., 2022). The competencies and experiences acquired 

through such international engagements have also been shown to positively influence students' 

future employability prospects and career aspirations (Alamo-Vera et al., 2019).   

Universities are increasingly skilled in managing internationalisation and providing 

structured support for the implementation of an internationalised home curriculum (Aškerc 

Zadravec, 2023). This approach plays a crucial role in enhancing the quality of students’ 

international and intercultural experiences, enabling them to engage with diverse teaching 

methodologies and learning practices comparable to those encountered during physical study 

abroad (Beelen & Jones, 2015; Leask, 2015; Aškerc Zadravec, 2024, 2025). In a global context 

where labour markets are becoming more international, interdisciplinary, and dynamic, 

universities are compelled to adapt their curricula to ensure that graduates are capable of 

applying their knowledge in diverse, real-world contexts—including international and 

intercultural settings (European Commission, 2019; Franzenburg, 2017; Marinoni, Bartolomé, 

& Cardona, 2024; Rumbley & Hoekstra-Selten, 2024).  

However, the development of soft skills—and, more importantly, learners’ awareness 

of those skills—often presents a challenge not only for educators but also for students 

themselves. Learners frequently struggle to recognize the soft skills they have acquired, 

particularly when such competencies emerge spontaneously or informally. This issue is 

especially pronounced in intercultural and international learning environments, where 

competencies developed through cross-cultural collaboration and engagement are often 

unacknowledged or undervalued by the learners. As a result, these are frequently referred to as 

“hidden competences” (Finnish National Agency, 2019). 

 

Evidencing Professional Growth Through Student Reflections on International Project 

Collaboration  

Graduates who participate in international exchange programmes often become more 

confident in competing in the labour market and functioning effectively in everyday life, as 

such experiences play a significant role in the development of soft skills (Hossain et al., 2022). 

However, it is essential to raise students’ awareness of the specific soft competences they have 

acquired. Facilitators and lecturers teaching in international or intercultural classrooms should 

recognise the soft skills students develop in these environments—beyond the acquisition of 

academic content. Educators can adopt a variety of strategies to enhance students’ self-

awareness regarding their soft skill development, thereby reinforcing the long-term value of 

international learning experiences.   

Tools for assessing the development of soft skills and professional competences often 

rely on qualitative methods, such as open-ended survey responses, interviews, or reflective 

journals. These approaches offer deeper insights into how communication strategies and 

leadership practices are applied and perceived within academic settings. In particular, the 

ability to lead and engage students in discussions, collaborative projects, and cross-cultural 

teamwork requires a nuanced understanding of leadership dynamics in diverse learning 

environments (Deardorff, 2006). Reflective instruments can be used to evaluate leadership 

development, not only from the perspective of students but also in terms of how academics 



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perceive their own growth and apply leadership practices in both classroom and extracurricular 

contexts (Mestenhauser & Ellingboe, 2011). Pedagogical tools such as teaching or learning 

portfolios and reflective assessments allow individuals to systematically track their 

development over time, offering valuable evidence of how their instructional practices adapt 

to meet the needs of diverse student populations and align with international learning-teaching 

standards (Marginson, 2011).   

According to Daff, Tame, and Sands (2024), reflective practice skills represent a 

valuable tool for students and graduates in enhancing their self-awareness regarding improved 

performance and professional development, particularly in relation to critical thinking and the 

skills and habits acquired through various academic courses. The Oxford English Dictionary 

(2012) defines reflection as “the action or process of thinking carefully or deeply about a 

particular subject, typically involving influence from one’s past life and experiences.” 

Reflecting on past experiences fosters both personal growth and deeper learning by enabling 

individuals to extract meaningful lessons and apply them in future contexts. While oral 

reflection can be insightful, reflective writing offers a more structured and enduring form, 

allowing individuals to organise their thoughts and explicitly connect personal experiences 

with academic theory. This process contributes to deeper understanding and supports the 

development of transferable and professional competences (Beaven & Borghetti, 2015). 

The use of reflection significantly influences and supports learning in higher education 

by emphasizing student-centred and experiential learning approaches and fostering the 

development of self-directed learners (Chen, Jones, & Xu, 2018). As a pedagogical strategy, 

reflection enables students to become aware of the competencies they have acquired through 

engagement with various experiences, emotions, and actions. Experiences alone do not 

necessarily result in learning or competence development; rather, it is the learner’s response—

through processes of thinking, evaluating, and making meaning of those experiences—that 

leads to growth, including planning for future actions (Chan & Lee, 2021; Loughran, 2002). 

Multiple forms of reflection can be implemented as learning or assessment tools, including 

blogs, journals, videos, and both in-class and out-of-class reflective assignments. These 

approaches help students better understand themselves by allowing them to express thoughts, 

experiences, and knowledge in a structured manner. Through this process, students connect 

new knowledge with prior understanding, enhancing self-awareness of their actions, strengths, 

and areas for improvement (Chan & Lee, 2021). 

Reflective writing is a valuable pedagogical tool for fostering the development of 

intercultural competence, as it enables students to critically examine their experiences abroad 

or in international classrooms and articulate the outcomes of those experiences. This process 

allows learners not only to gain intercultural awareness but also to demonstrate it through 

specific instances and examples. Providing students with multiple modes of reflection supports 

diverse learning styles and facilitates deeper engagement with their study abroad experiences 

(Nardon, 2019). Furthermore, Matthews (2020) emphasizes the importance of reflexivity in 

understanding intercultural communication, particularly in enhancing individuals' ability to 

interpret and adapt to new cultural contexts. Reflexivity serves as a mediating mechanism 

between intercultural experiences and individual behaviour, supporting the transition from 

awareness to action. To assist students in recognising and articulating these often-overlooked 

competences, the Finnish National Agency developed A Toolkit for Recognizing International 

Competences for Students in Higher Education (2019). This resource provides guiding 

questions and examples that help students describe the competences developed through 

international experiences, making them more visible and applicable in the context of 

employability—where such skills often remain hidden during the job application process.  

 



Veriko BERANDZE, Mirian KHELASHVILI, Levan CHICHUA,  

Katarina AŠKERC ZADRAVEC 

 

390 

 

The Framework of the Research 

The significance of developing soft competences through participation in international 

and intercultural settings has been emphasized in the theoretical framework of this article. 

Carefully structured student reflections, guided by systematically developed prompts, can play 

a crucial role in enhancing students’ awareness of the soft or hidden competences they acquire 

in such environments. Despite numerous studies in this field, a research gap persists in the 

analysis of student reflections that are elicited through specifically designed guiding questions. 

In this study, international students were asked to reflect—using a structured format—on the 

soft competences they developed during a one-week international mobility experience, which 

involved intensive, project-based collaboration in diverse student teams. 

To address the identified research gap, the following research question is posed:  

- What types of soft skills, competences, and impacts are identified in students’ reflection 

essays following their one-week stay abroad and intensive participation in International 

Project Week activities within internationally diverse student teams? 

 

METHODOLOGY  

Context of the Short-Term Mobility Abroad 

The reflections analysed in this study were written by international students—most 

during their Erasmus semester abroad—following their participation in a one-week, intensive, 

international project-based mobility abroad (with one domestic student included). The 

programme was preceded by an initial online meeting held one week prior to the on-site 

activities. This preparatory session introduced the structure and goals of the International 

Project Week and covered the basics of intercultural communication. The mobility initiative 

was organised through a collaboration between B2 Ljubljana School of Business (Slovenia) 

and NHL Stenden University of Applied Sciences (Netherlands), although it was not formally 

implemented as a Blended Intensive Programme under the Erasmus+ framework. The project 

week took place in spring 2024 in Ljubljana, Slovenia, and was structured as an innovative 

teaching and learning model based on experiential, project-based methodology. 

During the project week, students were assigned to internationally mixed teams and 

tasked with developing original project ideas related to international trade, with a specific focus 

on the Slovenian market context. They engaged in intensive group work, conducted field 

research and interviews in public spaces and organisations, studied relevant literature, attended 

facilitators’ sessions, and gradually refined their project solutions. Each team presented their 

progress through daily pitches, guided by clear instructions and mentorship from three 

experienced international facilitators. The final outcomes were presented to an external panel 

of professional evaluators and showcased at the International Student Business Fair. There, 

teams prepared and presented their business stands to an external audience comprising students, 

faculty, institutional staff, and representatives from industry and the labour market. The event 

culminated in the selection of a winning team, based on the quality and innovation of their 

project.  The international project week was formally recognised as part of the regular or 

elective curriculum, integrated within an existing course structure. Upon completion of the 

programme, students were required to submit structured, question-guided reflections. These 

reflections were thoughtfully structured to capture evidence of hidden competencies, soft skills, 

and to highlight students’ professional growth and development pathways gained through the 

intensive, facilitated teamwork experience in an international setting. 

 

Structure of the Population and Data Collection Toolkit 

The international student project week involved 33 participants, primarily 

undergraduate (first-cycle) students, with one student from the second-cycle level. The group 



PROFESSIONAL GROWTH THROUGH SHORT-TERM INTERNATIONAL MOBILITY: A 

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represented 13 different nationalities—Albanian, American, Bosnian, Bulgarian, Dutch, 

Georgian, Moldovan, Serbian, Slovenian, South African, Syrian, Italian, and Ukrainian. Upon 

completion of the international project week, all students were required to submit individual 

reflections. For the purpose of this study, 29 reflections were analysed, provided by students 

who consented to the use of their reflections for research purposes in anonymous way. Each 

reflection was approximately 1,250 words in length and written in essay format. 

The reflection form consisted of three main sections. The first section collected basic 

demographic information, including the student’s name, home university, country of the home 

institution, and nationality. The second section focused on competence development and 

guided students through structured reflection using specific prompts across the following 

thematic areas: General and networking skills; Communication and interpersonal skills; 

Teamwork, leadership, and project-related skills; Field-specific competences; and Digital 

skills. 

The third section of the form included appendices with guidelines for reflective writing. 

These materials provided students with a brief theoretical background on reflection, sample 

reflections, writing instructions, and an overview of transferable skills and personal qualities 

valued by employers. These guidelines were also introduced to students during a plenary 

session. 

The reflection form was adapted from the Toolkit for Recognising International 

Competences (Finnish National Agency, 2019) and was tailored to the specific structure and 

pedagogical objectives of the International Student Project Week. 

 

Method Used – Qualitative Content Analysis Approach 

A qualitative content analysis was conducted to examine students’ reflective writings, 

drawing on the methodological frameworks of Elo and Kyngäs (2008) and Cohen, Manion, 

and Morrison (2007), with adaptations to suit the specific objectives of this study. The data 

were inductively coded using a modified interpretative approach based on the work of Glaser 

and Strauss (as cited in Kordeš & Smrdu, 2015, p. 53; see also Mayring, 2014). Coding units—

ranging from individual words and short phrases to complete statements—were identified to 

capture key ideas and underlying meanings. These units were then grouped into lower-level 

categories, which were subsequently abstracted into higher-order conceptual themes.  

To support the categorisation process, the AI language model ChatGPT was employed 

as a supplementary analytical tool. Its use facilitated the initial organisation of content into 

thematic clusters, which was then refined through manual coding and validation. This hybrid 

approach enabled more efficient pattern recognition while ensuring that analytical rigor and 

authors’ judgment remained central to the interpretative process. 

The analytic process involved both segmentation and synthesis of the reflection texts, 

ensuring that interpretations were grounded in the empirical material. Through iterative linking 

of coded content to broader conceptual abstractions, the analysis facilitated the identification 

of semantic patterns and trajectories of intercultural and professional learning emerging from 

authentic student reflections. Illustrative excerpts from the students’ texts were included to 

support the interpretation of key findings.   

 

RESULTS 

Students’ reflections were analysed ranging from individual words and word 

combinations to partial and complete statements in order to identify key ideas, competences, 

and perceived impacts. In this section, the identified high-level categories are supported by 

concrete examples drawn from the data, thereby illustrating the core findings and addressing 

the research question.  



Veriko BERANDZE, Mirian KHELASHVILI, Levan CHICHUA,  

Katarina AŠKERC ZADRAVEC 

 

392 

 

 

It is acknowledged that the categorisation of reflections could be further refined or 

articulated with greater specificity. Given the complexity and richness of the open-ended essay 

responses, the statements could have been organised using alternative frameworks or more 

nuanced structural layers. Nevertheless, for the purposes of this study and in response to the 

research question, the current structure is considered sufficiently robust to offer meaningful 

insights. Furthermore, to ensure participant anonymity, individual excerpts have not been 

attributed to specific students, nationalities, or home institutions. 

Table 1 presents the range of competences developed by students through international 

project collaboration, with particular emphasis on intercultural, communication, and global 

awareness competencies. The higher-order categories include Developing Intercultural 

Communication and Teamwork Skills, which is further subdivided into the first-order 

categories: Flexible Communication Across Cultures, Developing Intercultural Teamwork 

Skills, and Adapting to Cultural Differences. Another higher-order category, Expanding Global 

and Regional Perspectives, comprises the subcategories: Exploring Diverse Regional 

Perspectives and Staying Ahead with Global Trends in the Discipline. Each category is 

illustrated with representative examples drawn from students' reflective responses, offering 

insight into the perceived outcomes and professional growth experienced during the short-term 

mobility programme. 
 

Table 1. Development of Intercultural, Communication, and Global Awareness Competences  
Higher-

Order 

Category 

First-Order 

Categories 

Respondents' Statements – Representative Examples 

D
ev

elo
p

in
g

 In
tercu

ltu
ral C

o
m

m
u

n
icatio

n
 an

d
 T

eam
w

o
rk

 S
k
ills 

 

Flexible 

Communica-

tion Across 

Cultures 

 

 

 ‘Through projects and teamwork, I honed my ability to adapt my communication 

to different cultural contexts, fostering understanding.’ 

 ‘The bootcamp experience taught me the importance of flexibility in 

communication, […] and understand non-verbal cues in a dynamic international 

environment.’ 

 ‘Through the bootcamp, I learned to [adapt communication], enhancing my 

ability to […] collaborate harmoniously across diverse teams.’ 

 ‘[I gained] valuable skills in cross-lingual communication.’ 

 ‘I focused on improving my real-life communication […], project presentation 

skills […].’ 

 ‘I needed to communicate in a different way than I normally would […] due to 

the different levels of English and the different ways of communication.’ 

 ‘[I am] able to listen carefully, to be patient and to be able to find a common 

language even when there are language or cultural barriers.’ 

Developing 

Intercultural 

Teamwork 

Skills 

 

 

 ‘[International collaboration] enabled me to develop the ability for effective 

teamwork […].’ 

 ‘If there are problems, I know that we can solve them as a team. [Group work] 

helped me improve my communication and interpersonal skills cross cultures 

[…].’ 

 ‘Communication was the key to a nicely done group project […]. We all had to 

practice it through this international project […].’ 

 ‘We had to collaborate as a group to solve the problem […]. I see I am able to 

work effectively in international group.’ 

 ‘Working with new team members from different nationalities and being able to 

work together […] is already a skill.’ 

Adapting to 

Cultural 

Differences 

 

 

 ‘I feel that this experience has led me to really adapt to other cultures when it 

comes to being direct […].’ 

 ‘My groupmates were shocked at first by my directness, but they didn’t think it 

was a problem and enjoyed [directness].’ 



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 ‘[I] enhanced my adaptability, allowing me to better engage with diverse people 

and perspectives […].’ 

 ‘I learned what it feels like to work in a [foreign environment]. But if I want to 

learn and explore new experiences then I must [feel] uncomfortable.’ 

 ‘[I] enhanced my cultural proficiency and [now have] more inclusive and 

empathetic approach when working with people from diverse backgrounds.’  

E
x

p
an

d
in

g
 G

lo
b

al an
d

 R
eg

io
n
al 

P
ersp

ectiv
es 

Exploring 

Diverse 

Regional 

Perspectives 

 

 

 ‘I strongly feel that my experience during this project has helped me establish 

very strong connections within the Balkan region and the Caucasus region.’ 

 ‘[The bootcamp] truly opened my eyes to a completely different Europe than I 

was used to.’ 

 ‘Looking for specialist inspiration in different nations and their markets, this 

project made me look at everything from a different point of view.’ 

 ‘[I] gained insights into global markets and trends in different countries.’ 

Staying 

Ahead with 

Global 

Trends in 

the 

Discipline 

 

 

 ‘Now that I made such a diverse group of friends that I can call my friends, 

following global trends and markets is going to be much easier.’ 

 ‘I consulted with my peers on which channels could be useful for staying 

informed on future global trends, […] ensuring I can adapt to and leverage these 

trends for professional growth.’ 

 ‘Keeping up with global trends […] helps me anticipate market shifts in various 

regions, identify opportunities, and mitigate risks.’ 

 

Table 2 presents an overview of the career-related skills, goal clarity, and applied 

learning outcomes that students reported gaining through international project-based 

collaboration. The higher-order category Shaping Professional Identity and Career Direction is 

further subdivided into the following subcategories: Boosting Career Opportunities, Clarifying 

Goals, and Building Essential Transferable Skills. The second higher-order category, Applying 

Practical Skills for the Workplace, includes the subcategories Applying Skills to Real Work 

and Advancing Digital and Tech Skills. Each category is supported by representative excerpts 

from students’ written reflections, providing qualitative justification for the identified 

competence areas. 

 

Table 2. Career Skills, Goal Clarity, and Applied Learning  
Higher-

Order 

Category 

First-Order 

Categories 

Respondents' Statements – Representative Examples 

S
h

ap
in

g
 P

ro
fessio

n
al Id

en
tity

 an
d

 C
areer D

irectio
n

 

Boosting Career 

Opportunities  

 

 

 ‘[These skills are] highly valued by employers, […] a very high 

competency. […] I significantly improved my soft and hard skills, 

which I will not forget to mention in my resume.’ 

 ‘The skills I learned […] will make me stand out.’ 

 ‘[It] can greatly benefit my future employer by improving overall 

efficiency and problem-solving capabilities within the organization.’ 

 ‘[This] will be useful not only for me and my future job, but even now, 

it will make my studies at university a lot easier.’ 

 ‘These networks can provide valuable resources, mentoring 

opportunities, career connections, and collaborative partnerships.’ 

 ‘I underwent a transformative journey where I realized the critical 

significance of [international impact]. This awareness extends beyond 

mere curiosity […].’ 

 ‘I have created more connections with incredibly talented and 

experienced people, which can be very useful in the future.’ 

Clarifying Goals  

 

 

 ‘This week was instrumental in helping me identify my true passion and 

what I aspire to become.’ 

 ‘I started to make clearer steps towards my goal, […] clearly 

understanding […] and finding ideas that would help me achieve it.’ 



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Katarina AŠKERC ZADRAVEC 

 

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 ‘In a fairly short time, I understood myself better and decided on the 

profession I want to combine my life with in the future […].’ 

Building Essential 

Transferable Skills 

 

 

 ‘Some specialist skills that I acquired [are] creativity, resilience and 

complex problem-solving. These skills are easily transferable from/to 

any job.’  

 ‘[…] this project made me look at everything from a different point of 

view, thinking all the time: 'What would my friend from Georgia say to 

this?' or 'How would [colleague] from Cyprus solve this problem?’  

 ‘The time pressure that was on this project has taught me that you can 

still have a result you can be proud of despite having little time.’  

 ‘Strong attention to detail and problem-solving allows me to tackle 

challenges creatively and adapt to dynamic environments.’ 

 ‘I learned new best practices […] such as setting clear communication 

protocols, establishing deadlines, and utilizing tools effectively.’   

 ‘Conflict resolution and finding compromises – I am ready to quickly 

respond to problems and find constructive solutions.’  

 ‘I learned the importance of quick decision-making and thinking 

outside the box […].’ 

 ‘The qualities I developed were the ability to control the project and 

bring all processes to completion, to write concisely and listen actively, 

the ability to interview people and speak on the go, I […] learned to be 

more emotionally stable.’ 

A
p

p
ly

in
g

 P
ractical S

k
ills fo

r th
e W

o
rk

p
lace

 

Applying Skills to 

Real Work 

 

 ‘[…] during the bootcamp, I focused on digital marketing and video 

editing, successfully applying my skills in product promotion.’  

 ‘I developed expertise in data analysis, project management, and 

strategic planning, […] directly applicable to my desired job.’ 

 ‘[…] specialist competencies in project management, data analysis, and 

strategic planning, directly applicable to my job application.’  

 ‘[It] helped in gaining insights, easily look into financial trends, come 

up with different marketing strategies and investment plans.’ 

Advancing Digital 

and Tech Skills 

 

 

 ‘I have developed a hidden competence in working with text-generative 

AI models. I have gained high-quality skills in prompting these models 

[…].’ 

 ‘I enhanced my skills in web development, Canva design, and digital 

marketing, learning best practices in coding and data visualization.’ 

 ‘I used Microsoft Excel to analyse data and create reports. Advanced 

PowerPoint for creating presentations and graphic materials.’ 

 ‘I now have knowledge of Adobe Express, Wix, and Excel. I can 

express my creativity and do projects quicker […].’ 

 

DISCUSSIONS 

International student collaboration presents numerous opportunities for learners to 

develop soft and transversal competencies essential for effective participation in today’s 

unpredictable, fast-changing, and globally interconnected world and labour market. This article 

investigates how a short-term mobility experience abroad—specifically, an intensive, one-

week, project-based collaboration within internationally diverse teams—can meaningfully 

contribute to students’ professional development. The programme applied interactive, trend-

responsive pedagogical approaches, with students intentionally placed in culturally diverse 

teams. Within this framework, students’ professional growth was assessed through the analysis 

of their written reflections. The primary aim of this study was to explore the perceived impact 

of the international project experience and to identify the competencies students reported 

developing, thereby addressing the research question of what types of soft skills and outcomes 

are reflected in students’ reflective essays.  



PROFESSIONAL GROWTH THROUGH SHORT-TERM INTERNATIONAL MOBILITY: A 

QUALITATIVE STUDY BASED ON STUDENT REFLECTIONS 

 

395 

 

Although the reflection form toolkit covered a broad range of focus areas—including 

general and networking skills, communication and interpersonal skills, teamwork, leadership 

and project-related skills, field-specific competencies, and digital skills—this article 

deliberately focuses on selected sections of the reflections most relevant to the research 

objective. Based on the analysis, and supported by illustrative examples, our findings indicate 

that students demonstrated notable development in intercultural, communication, and global 

awareness competences, particularly in the areas of flexible communication, adaptation to 

intercultural settings, and teamwork within diverse environments. Students also broadened 

their global and regional perspectives, showing an enhanced capacity to engage with global 

trends within their respective disciplines. Furthermore, they reported greater career orientation 

and professional goal clarity, reflecting a strengthened sense of professional identity. These 

findings align with the Erasmus+ Higher Education Impact Study (European Commission, 

2019), which similarly highlights the development of soft skills and career-related benefits—

despite the Erasmus study focusing on long-term physical mobility, whereas our findings 

suggest comparable impacts arising from short-term mobility experiences. These outcomes 

were frequently linked to applied learning opportunities that supported the development of 

essential transferable skills applicable across diverse professional contexts. In this regard, it is 

also relevant to consider the Future of Jobs Report by the World Economic Forum (2025), 

which identifies international mobility as a key driver in cultivating emerging core skills 

expected to be in high demand by 2030, including resilience, empathy, social influence, 

curiosity, flexibility, leadership, etc. Moreover, students described the application of practical 

skills in real-world settings, with particular emphasis on the advancement of digital and 

technological competences. 

Based on the results obtained from students’ reflections, the authors support the view 

that trend-responsive teaching methods in international learning settings represent a valuable 

approach for fostering key competences required in today’s globalised world—competences 

that are increasingly sought after by employers. In this regard, various international learning 

environments, including physical mobility programmes, online international collaborative 

projects, or virtual mobility, play a critical role in soft and transversal competence development 

(O’Dowd, 2021). It is equally important to ensure that students become aware of the soft skills 

and competences they acquire in international and intercultural contexts, as these often remain 

unrecognised or are referred to as hidden competences. Structured reflective writing, guided 

by appropriately designed prompts or guiding questions, can enhance students’ awareness and 

articulation of these skills. Our findings align with those of Daff, Tame, and Sands (2024), as 

well as Beaven and Borghetti (2015), who argue that structured written reflections are an 

effective means of helping students and graduates become critically self-aware of their 

professional development and of the skills and habits cultivated through diverse academic 

experiences, including those in international settings.  

Educators facilitating international modules or initiatives should recognise the 

importance of structured reflective writing as a highly effective pedagogical approach across 

all forms of international teaching and learning—whether delivered physically or virtually, at 

home or abroad. This form of reflection enables students to critically process and articulate the 

international and intercultural perspectives and competences they have acquired, ensuring that 

these do not remain unrecognised or hidden. At the same time, it is essential to acknowledge 

the inherently subjective nature of reflective writing and the potential for bias in students’ self-

reported experiences.  

This study has certain limitations, most notably the relatively small sample size of 

student reflections analysed (29), which restricts the generalisability of the findings. Future 

research should therefore explore other forms of international collaboration and activities—



Veriko BERANDZE, Mirian KHELASHVILI, Levan CHICHUA,  

Katarina AŠKERC ZADRAVEC 

 

396 

 

whether physical or virtual, conducted abroad or embedded within an internationalised home 

curriculum. Further investigations could employ alternative qualitative research designs or be 

complemented by mixed-method approaches. In particular, follow-up studies incorporating 

quantitative surveys could offer additional empirical support and enable longitudinal tracking 

of the impact of international learning experiences on students’ professional development. 

Recognising the added value of even short-term international project-based activities—

whether conducted in physical or virtual formats—the integration of brief, diverse, and 

intensive international projects into the regular higher education curriculum is strongly 

recommended. Such integration provides students with enriched opportunities to develop 

competencies that are increasingly valued by employers in today’s globally interconnected and 

rapidly changing world.  

 

Acknowledgement: Sincere thanks to all the international, Erasmus, and home students who 

consented to the analysis of their reflections, as well as to the international facilitators who 

actively contributed to the International Project Week and approved the use of these reflections 

for research purposes. 

 

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