This study examines students’ engagement in the "Erasmus+" program in Georgia, exploring their attitudes, motivations, obstacles to participation, and the program's effects on academic and career progress.
By employing a survey conducted with 215 students, and four focus groups with 50 students, the research discovered several key findings. Participants' success in the "Erasmus+" program was associated with positive attitudes towards the program, students’ motivations, effective preparation, and strong academic and language skills. A higher success rate was observed among female participants particularly within the age group of 23-29. Participating in "Erasmus+" projects enhanced social, linguistic, and academic skills of students, yet the direct impact on job prospects was uncertain.
More than half of surveyed students did not apply for "Erasmus+" despite its benefits, citing reasons like lack of information, inadequate support, and financial limitations. Thus, positive attitudes and motivations toward "Erasmus+" positively influenced program participation, while non-participation primarily stems from barriers.
Previous experiences influenced students’ preferences; participants in "Erasmus+" displayed a preference for further studies in EU countries, while non-applicants pursued educational opportunities in Georgia followed by EU countries. More women expressed a desire to pursue further studies and consequently apply for "Erasmus+" as well as the age group 18-22.