Development trends and challenges of students' academic mobility in higher education

The article presents the evaluation of students’ international academic mobility in higher education in the context of the scientific literature, where the barriers to the development of academic mobility are singled out, the more effective management tools of academic mobility and their effectiveness are discussed. The aim of the research: after identifying the problematic areas of the implementation of international academic mobility in higher education, to anticipate the possibilities of its development. Analytical descriptive, quantitative and statistical research methods were applied. Using the quantitative research strategy, the experience of participation of Lithuanian higher education students (n = 349) in the Erasmus+ mobility programme was clarified, the reasons for non-participation in international academic mobility programmes were revealed and the factors determining higher student mobility indicators were singled out. The results of the study revealed the need to improve the system for the promotion and implementation of international academic mobility in higher education, as the results of the study showed that only a small number of research participants took part in the Erasmus+ programme. Despite the fact that participation in academic mobility programmes provides experience in communication and cooperation with representatives of other cultures, professional foreign language development, independence skills are developed, however, according to the research participants, fear, self-confidence due to insufficient professional knowledge and skills, lack of foreign language knowledge, intimidating selection procedures and interviews, and fears of possible difficulties in adapting when moving to another country, as well as reluctance to break up with family or close friends and insufficient financial support (scholarship), are among the reasons for not participating in Erasmus+ mobility. When assessing the possibilities of developing international academic mobility in higher education, the highest average scores show that higher scholarships and paid internships, as well as opportunities for groups of students to go to the same higher education institution or company in another country and places offered (educational institutions, internship places), the diversity of of places for academic exchanges and the high level of quality of professional training (education, studies and internships), according to the research participants, would encourage students to participate more actively in international academic mobility programmes. The results of the study will have practical implications for anticipating possible more effective tools for managing academic mobility in higher education.