Student mobility: A transformative lever for EU innovation

The European Union faces intertwined challenges that threaten its cohesion and global position: climate change, economic disparity and shifting geopolitical dynamics. Internally, nationalist movements challenge transnational cooperation, while demographic shifts and regional inequalities strain economic and social frameworks. Amid this complexity, universities emerge as underutilised platforms for addressing these crises.

Yet, mobility rates remain low – only around 15% of students currently participate in cross-border education programmes. Elevating intra-EU student mobility to 50% by 2035 could be a transformative lever for strengthening social cohesion, labour market resilience and pan-European identity.

This is not just aspirational; it is a necessity. Europe faces a projected shortfall of 7.5 million skilled workers by 2040, particularly in sectors like AI, healthcare and clean energy. Increased student mobility supports workforce circulation, multilingualism and adaptability – traits critical for innovation. Examples like Portugal’s tech sector show the benefits: a 19% rise in startups from 2019-23 was partly driven by Erasmus+ alumni.

However, barriers remain: only 43% of EU institutions fully recognise foreign academic credits, and housing shortages in cities like Amsterdam hinder enrolment. A new Erasmus 2.0 paradigm, blending credit, joint-degree and digital exchanges, is needed.

Tolerance and intercultural sensitivity

One of the hallmark achievements of Erasmus+ is its measurable impact on social cohesion. According to data from the European Commission, an overwhelming 95% of Erasmus+ alumni reported an increase in tolerance after their mobility experience. This powerful statistic underscores the programme’s dual function – not only as an academic initiative but also as a transformative social platform.

This enhanced tolerance manifests in greater openness to cultural diversity, reduced reliance on stereotypes, and a stronger sense of European identity. By immersing students in unfamiliar social and cultural settings, Erasmus+ fosters a process of socialisation that goes well beyond classroom learning. In this intercultural environment, students encounter diverse perspectives that challenge their assumptions and cultivate more inclusive worldviews.

Importantly, this increase in tolerance has tangible societal effects. Upon returning to their home countries, alumni often serve as informal ambassadors of intercultural understanding. Their experiences help bridge cultural divides and support the development of a more cohesive European community.

Empirical studies have further indicated that such shifts in attitude can mitigate polarisation and counter xenophobic narratives – an especially significant contribution in politically volatile contexts.

Free joint degrees: The CIVIS Alliance

A further contribution to the legacy of Erasmus+ is the expansion of free joint degree programmes, exemplified by initiatives like the CIVIS Alliance. Particularly in STEM fields, such programmes have proven effective in addressing regional disparities in academic retention. According to European Commission data, participation in the CIVIS Alliance correlates with a 22% increase in STEM student retention at Eastern European universities.

By eliminating financial and bureaucratic barriers, joint degree programmes make international education more accessible. Through collaborative curriculum design, cross-border research and mutual academic recognition, students gain a cohesive and transferable educational experience.

Beyond logistical advantages, these programmes also foster a sense of collective identity and shared purpose. Students working towards a joint credential inherently engage in cross-cultural collaboration, reinforcing the idea that the challenges of the 21st century – such as climate change, technological innovation and global health – require transnational solutions.

As such, joint degrees are not only academically enriching but also socially integrative, reinforcing the values of mutual understanding and European solidarity.

Youth unemployment

In addition to promoting social cohesion and identity formation, Erasmus+ has significantly contributed to economic integration across European labour markets. One of the programme’s most tangible economic benefits is its impact on youth unemployment.

According to a 2022 study by the La Caixa Foundation, Erasmus+ alumni experience, on average, a 23% lower unemployment rate than their non-mobile counterparts. This statistic underscores the programme’s role as a catalyst for professional development in an increasingly competitive global job market.

Several factors contribute to this outcome. Erasmus+ enhances participants’ language proficiency, cross-cultural communication skills and adaptability – competencies that are highly valued by employers. Alumni often demonstrate greater problem-solving abilities and a capacity to navigate multicultural workplaces, giving them a distinct advantage in recruitment processes.

Moreover, Erasmus+ fosters professional networking opportunities that extend beyond national borders. Students often establish lasting connections across industries and regions, which can lead to internships, employment offers and career advancement.

From a macroeconomic perspective, reducing youth unemployment contributes to greater social stability and supports sustainable growth – goals that are particularly pressing in an era defined by rapid globalisation and technological disruption.

Rural inclusion and the ‘Study in Europe’ initiative

The benefits of Erasmus+ are not limited to urban centres. The programme also addresses educational disparities in rural and under-represented regions. Portugal’s ‘Study in Europe’ initiative exemplifies this approach, having led to a 40% increase in rural student enrolment in international education programmes.

This expansion of access is critical for bridging the urban-rural divide. By enabling rural students to engage with international academic experiences, Erasmus+ helps democratise opportunity and unlock latent potential across geographic regions. Returning students bring back new skills, insights and practices that can drive innovation and local development.

In many cases, alumni from rural areas contribute directly to regional revitalisation – launching entrepreneurial ventures, participating in civic initiatives or enhancing local education systems. Such outcomes reflect the broader value of Erasmus+ as a tool for inclusive development, reinforcing social and economic cohesion at both the local and European levels.

Broader economic implications

The long-term economic implications of Erasmus+ are multifaceted. By cultivating a mobile, multilingual and culturally fluent workforce, the programme enhances European competitiveness and innovation capacity. Employers increasingly seek candidates with international experience, and Erasmus+ alumni often meet this demand with a unique blend of academic rigour and soft skills.

Nevertheless, mobility raises concerns about brain drain, particularly in less affluent regions, and risks reinforcing existing economic inequalities within the EU.

To mitigate this, experts have postulated a model of ‘brain circulation’, wherein mobile graduates maintain transnational ties and eventually return home or collaborate across borders. Erasmus+ alumni networks facilitate this process through joint ventures, research partnerships and entrepreneurial activity. Because Erasmus+ typically supports temporary rather than permanent migration, it is well-positioned to foster mobility that benefits both host and home countries.

Additionally, the collaborative spirit encouraged by Erasmus+ supports knowledge transfer and cross-sector innovation. Alumni often spearhead initiatives in fields such as climate resilience, digital transformation and sustainable urban development. These dynamic exchanges contribute to resilience against regional labour market fluctuations by fostering adaptable skillsets that transcend national boundaries.

International tuition fees

To enhance the financial sustainability of European universities, a differentiated tuition model for non-EU students could be a viable strategy.

Institutions in Australia and the United States charge between €20,000 (US$22,500) and €50,000 (US$56,000) per year for international degrees. If leading EU universities – such as KU Leuven, LMU Munich or Utrecht University – were to adopt similar tuition models, they could significantly increase their budgets without additional public funding.

Such a model would bolster institutional autonomy and enable reinvestment in research, infrastructure and academic services. Countries like the Netherlands and Sweden have already implemented differential tuition policies, suggesting feasibility for broader adoption across the EU.

Nonetheless, equity safeguards must be in place. Scholarship programmes and income-contingent loan schemes could ensure that high-potential students from low-income backgrounds remain eligible regardless of their country of origin.

Limitations of credit mobility

Despite its many successes, Erasmus+ faces structural limitations – particularly concerning the short-term nature of credit mobility. These programmes are typically limited to a semester or academic year, which can constrain the depth of cultural and academic immersion necessary for lasting impact.

Short-term exchanges often yield initial enthusiasm – the so-called ‘honeymoon phase’ – but may not foster sustained intercultural understanding. Likewise, condensed academic schedules can limit opportunities for deep intellectual engagement or meaningful reflection.

To overcome these constraints, some institutions are piloting extended mobility programmes and ‘sandwich’ courses that combine academic study with long-term internships or research projects. While promising, these models require further development and institutional investment to fully realise their potential.

Equity gaps

Another persistent limitation is the under-representation of students from low-income backgrounds. Although Erasmus+ offers financial grants, participation remains skewed towards students from more affluent families.

Key barriers include:

• Financial limitations: Grants may not cover the full cost of travel, housing or living expenses. Students who rely on part-time work at home may lose income while abroad.

• Informational barriers: Access to knowledge about Erasmus+ opportunities is uneven. Students from privileged backgrounds often benefit from stronger support systems and networks.

• Institutional disparities: Not all universities have the same capacity to assist under-represented students. Institutions with fewer resources may lack dedicated staff to help with mobility logistics.

To address these equity gaps, targeted policy measures are necessary. These could include increased funding for need-based grants, pre-mobility preparatory programmes and mentorship networks that connect under-represented students with alumni. Making the programme more inclusive would not only improve fairness but also enrich the Erasmus+ experience by incorporating a broader spectrum of perspectives and experiences.

Mobility as a catalyst for innovation and excellence

Student mobility serves as a powerful driver of academic innovation. Vertical mobility, in which students seek institutions with higher academic standing, motivates universities to elevate teaching and research quality. Horizontal mobility between peer institutions fosters curricular experimentation and pedagogical exchange.

As I have argued, innovation – not bureaucracy – must be the core priority of European universities. Erasmus+ supports this by introducing diverse perspectives that challenge entrenched academic norms.

University rankings increasingly prioritise internationalisation indicators, such as the proportion of foreign students and staff. Mario Draghi’s 2024 proposals align with this trend, advocating for policies that position European institutions as global centres of talent and excellence.

However, rankings often fail to capture qualitative outcomes. Erasmus+ is widely recognised for nurturing soft skills like critical thinking, intercultural sensitivity and reflective learning – especially among students from Central and Eastern Europe. These competencies enhance employability and academic distinction, even if they are not always captured by conventional metrics.

National policies, such as Latvia’s National Development Plan 2014-2020, show how governments can align local goals with broader European ambitions. By targeting increased graduate mobility and faculty internationalisation, such plans support both institutional excellence and geopolitical positioning within the global knowledge economy.

Policy measures

The social cohesion and economic benefits of increasing intra-European student mobility have been well established. However, it is equally clear that the distribution of these benefits and costs remains uneven. Additionally, challenges surrounding national language preservation and student housing must be addressed.

In countries such as Denmark and the Netherlands, the fiscal costs of accommodating foreign European students have sparked domestic debate. A fair approach could be to finance these costs through the EU budget. This would reflect the shared benefits of mobility while mitigating the fiscal burden on receiving countries.

At the same time, the brain drain experienced by sending countries presents a serious challenge.

The loss of highly skilled graduates can undermine long-term development in countries of origin, even as host countries enjoy the gains. To strike a fairer and more sustainable balance, the EU should consider the following policy measures:

• EU-funded student mobility: Fund intra-European student mobility through the EU, using a tiered model that adjusts support based on migration patterns – offering lower funding rates to countries receiving higher levels of student immigration.

• Upgrading universities in underserved regions: Allocate more structural funds to improve universities in Southern and Eastern Europe, making them more attractive to students from across the continent.

• A unified language policy: Introduce an EU-wide language policy making English a compulsory second language in all education. This would facilitate academic exchange and cross-border communication.

• Graduation retention contributions: Require countries retaining over 30% of international graduates (such as Denmark and Germany) to contribute 0.1% of their annual GDP to a pan-European fund supporting sending institutions.

• Public-private partnerships: Promote collaboration between universities and private industry in underfunded regions – such as Lithuania’s partnerships with fintech firms – to co-finance mobility programmes.

• Student housing expansion: Invest in large-scale student housing initiatives in net-receiving countries to ease the burden on local housing markets and ensure a positive experience for international students.

• Support for national languages: Encourage universities to offer instruction in English without undermining national languages. There is no need to restrict the use of English in higher education; simultaneously, foreign students should be encouraged to acquire at least basic proficiency in the host country’s language.

• Ensure the ‘international classroom’: Permit universities to enrol international students only if they can ensure meaningful interaction between students from different countries, fostering true intercultural exchange.

• Joint capacity agreements: Since many students study abroad due to capacity constraints at home, countries should negotiate joint capacity strategies to manage this issue collaboratively.

The road to achieving 50% intra-European student mobility by 2035 is undoubtedly challenging. Yet the strategic and social importance of a more integrated, innovative and equitable Europe makes this a goal worth pursuing – despite the obstacles.

Jo Ritzen is professorial fellow of international economics of science, technology and higher education at the United Nations University, Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT) and Maastricht Graduate School of Governance. He was previously Dutch minister for education and science, then president of Maastricht University, and is now the driving force behind Empower European Universities, an NGO which aims to ramp up innovation and internationalisation at universities and research institutes across Europe. This is an edited version of his paper ‘Europeanising Universities: A Catalyst for Social Cohesion and Sustainable Economic Development’ which he will present at the Royal Danish Academy of Sciences and Letters on 12 May.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.