Evaluating Students’ Attitudes towards Blended Intensive Programmes: Impact on Intercultural Competences and Digital Collaboration

Abstract

Blended Intensive Programmes (BIPs) represent a key innovation within the Erasmus+ programme, supporting internationalization by integrating virtual collaboration with short-term physical mobility. This format expands access to global learning opportunities while strengthening digital skills, intercultural competence, and multidisciplinary cooperation. This article focuses on students’ attitudes towards BIPs across 17 European and international higher education institutions from 13 countries. Utilizing pre- and post-intervention survey data, the research evaluates participants’ intercultural competencies, digital literacy, communication confidence, and collaborative skills. The study also assesses future engagement, perceived value, overall satisfaction, and project challenges. Analysis reveals statistically significant positive changes in students’ attitudes towards internationalization and their soft skills following BIP participation. Students also evaluated the experience as innovative and valuable, with many indicating an intention to participate in future programs. In addition to quantitative analysis, qualitative feedback collected through student interviews provides further insight into the experiences and perceived outcomes of BIP participation. These findings emphasize the potential of BIPs to cultivate global competence and digital preparedness, while identifying areas for improvement.