International exchange programs play a crucial role in shaping educational and professional development by fostering cross-cultural understanding and broadening perspectives. This study aimed to explore the transformative potential of Erasmus exchanges and the opportunities they offer.
A mixed-methods approach was used, including two online surveys distributed to students and education staff after the Erasmus exchange week. The student survey, using a quantitative Likert-scale format, measured satisfaction with the Erasmus week, comprehension of English lectures, overall experience, and motivation for future Erasmus activities. The survey examined students' comfort with English and the value of the exchange.
For staff, a qualitative survey with open-ended and multiple-choice questions gathered insights into their exchange experiences. It focused on the professional benefits of international collaboration, language improvements, teaching practices, and network expansion. Descriptive statistics were used for the quantitative responses, while thematic analysis was applied to the qualitative data, providing a comprehensive view of the exchange’s impact.
The post-exchange surveys indicated overwhelmingly positive experiences among students. In France, 86.5% of students reported being able to follow lectures in English, with this figure rising to 90.3% in Germany. Additionally, 59.5% of French students and 90.3% of German students felt comfortable using English during the exchange. Motivation for future Erasmus activities was also high, with 94.6% of French students and 48.4% of German students expressing a desire to participate in future Erasmus lectures.
The staff survey provided valuable insights into the professional benefits of the exchange. Among the ten respondents (six from Germany and four from France), which included research assistants and professors, key benefits identified were improved language skills, the incorporation of international best practices into their teaching, expanded professional networks, enhanced collaboration with partner institutions, and strengthened social, linguistic, and cultural competencies.
The findings align with existing literature (Nixon, 2021; Vlad, 2021; Kafarski, 2022), underscoring the vital role of international exchanges in enhancing physiotherapy education and practice. The participation of professors in ERASMUS exchanges not only enriched students' understanding of physiotherapy practices in different countries but also fostered a deeper appreciation for global perspectives in the field. This Franco-German exchange highlights the significant benefits of ERASMUS programs, emphasizing their value in broadening educational horizons and promoting professional development within physiotherapy.
This model demonstrates potential for global dissemination and serves as a catalyst for international collaboration in advancing physiotherapy education and practice worldwide. It shows that the current generation of students is no longer limited by the language and that this kind of project is stimulating and benefits all: students and staff members.
Exchange
International
