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Direct linkGiorgio Di Pietro; Adriana Perez-Encinas – Education Economics, 2025
The COVID-19 pandemic has caused significant disruption in education. We employ a gravity model to estimate its impact on international student credit mobility. Data on inbound and outbound students to and from four Spanish universities between the academic years 2017-2018 and 2021-2022 are used. While COVID-19 significantly reduced participation…
Descriptors: COVID-19, Pandemics, Foreign Students, College Credits
M. S. Ramírez-Montoya; L. Quintero Gámez; J. Sanabria-Z; M. Portuguez-Castro – Journal of Latinos and Education, 2024
Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote…
Descriptors: Thinking Skills, Institutional Characteristics, Teaching Methods, Nontraditional Education
Cristina López-Duarte; Jane F. Maley; Marta M. Vidal-Suárez – European Journal of Higher Education, 2023
International mobility is an integral part of higher education strategy in Europe. This action has triggered the development of the Erasmus program, the most popular scheme for student credit mobility at the European level. Although the program has generally been a success, it also endures several weaknesses, among them, the financial and social…
Descriptors: Foreign Students, Student Mobility, Student Attitudes, College Credits
