Considering the complexities of virtual student mobility as an approach to inclusive internationalisation in the post-pandemic period

The COVID-19 pandemic increased virtual student mobility as an elective choice and an emergency solution. Whether brought on by the pandemic or encouraged as a solution for more sustainable international education programming, virtual student mobility is a complex method for making internationalisation more inclusive. This qualitative research examines 16 Erasmus students' experiences with emergency virtual student mobility during the COVID-19 pandemic, alongside a reflective assessment of two scholar-practitioners. Findings revealed three themes: teaching and learning challenges, the burden of environmental code-switching, and deficient intercultural socialisation as a result of missed experiences. Overall, results and findings show that some virtual student mobility programs were perceived as a concrete challenge, disappointment, and inadequate learning experience for Erasmus students. The results also challenge the purported inclusiveness of virtual student mobility programs. The paper concludes with the need to reconsider virtual student mobility as inclusive internationalisation, and offers concrete implications for policy, practice, and research.

Considering the complexities of virtual student mobility as an approach to inclusive internationalisation in the post-pandemic period

The COVID-19 pandemic increased virtual student mobility as an elective choice and an emergency solution. Whether brought on by the pandemic or encouraged as a solution for more sustainable international education programming, virtual student mobility is a complex method for making internationalisation more inclusive. This qualitative research examines 16 Erasmus students’ experiences with emergency virtual student mobility during the COVID-19 pandemic, alongside a reflective assessment of two scholar-practitioners. Findings revealed three themes: teaching and learning challenges, the burden of environmental code-switching, and deficient intercultural socialisation as a result of missed experiences. Overall, results and findings show that some virtual student mobility programs were perceived as a concrete challenge, disappointment, and inadequate learning experience for Erasmus students. The results also challenge the purported inclusiveness of virtual student mobility programs. The paper concludes with the need to reconsider virtual student mobility as inclusive internationalisation, and offers concrete implications for policy, practice, and research. [ FROM AUTHOR] Copyright of Perspectives: Policy & Practice in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)