WP2: Development of a
Baseline Study

WP2 : Development of a Baseline Study Exploitation Pack for international learning environment

Modes’ project provides with an extensive baseline Study Exploitation Pack. The main objective of WP2 is to set the ground for the development of an inclusive international learning environment for the foreign students in the host institutions. To achieve this, it is necessary to analyse the needs of both European higher education institutions and students, as well as the challenges faced by higher education institution staff, including professors. Best practices in international learning on a global scale are to be studied.

The final objective is to create a detailed methodological guide that will increase innovative approaches in international teaching, such as the buddy system, the flexible
grouping, the needs assessment methods and PBL (project-based learning).

Below are the results achieved by the Modes project.

A1 : Conduction of evidence-based analysis on international teaching environments in European and non-European HEIs

A2.1 : Conduction of field research with professors/tutors teaching international students

A2.2 : Conduction of field research with international students

A3 : Development of a Baseline Study ExpolitationPack

A1 : Conduction of evidence-based analysis on international teaching environments in European and non-European HEIs

Desk research

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The growing importance of international students in higher education requires a deep understanding of their unique challenges and experiences. Recent research emphasizes the value of “connectedness” and effective support services in fostering a positive international student experience. Teaching quality and staff support are crucial, along with addressing academic and sociocultural challenges to promote inclusivity. Tailored introductory courses for first-year international students aid in their academic adjustment. The internationalization of higher education is a global trend with regional variations. COVID-19 has exacerbated mental health challenges among international students, necessitating more inclusive support from universities and policymakers. International students are viewed as valuable assets for global knowledge creation, highlighting the role of higher education institutions in nurturing international competencies. Academic performance, including language proficiency and educational background, is vital, demanding comprehensive academic support. The pandemic has significantly impacted international students, underscoring the need for proactive, culturally informed support. Discrimination against some students has worsened their difficulties. In summary, a strong international student learning experience involves numerous factors, from academic and non-academic support to understanding global and regional trends in internationalization. Continuous review and improvement are essential to enhance the international student experience worldwide.

A2.1 : Conduction of field research with professors/tutors teaching international students

Focus Group result

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By conducting field research, through Focus Groups, Modes’ project aims to identify the specific challenges that teachers face when entering an international learning environment. The research focused on international students’ experiences at their institutions. Research has highlighted that limited support services are provided for international students, mostly limited to internal university issues. Participants expressed the need for broader support, especially regarding issues external to the institution, such as health services and administrative issues. They highlighted the importance of having an international student office, considering it a top priority. In terms of services for smoother transitions, participants ranked community services, mentoring programs, and tailored schedules as most important. Participants also proposed various additional services, including pre-departure orientation, cultural integration events, language support, financial aid guidance, and teacher training on cultural sensitivity. Gender equality was highlighted, with calls for gender-neutral provisions in campus facilities. The study concluded with the recognition that discussions on improving support for international students need to mature at various institutional levels.

WP2: Development of a
Baseline Study