Conference Program

The relationship between education and democracy has long been recognized as a foundational nexus for addressing the structural tensions of late-modern societies, from deepening inequalities to the erosion of civic trust. In the wake of global crises and widening socio-economic disparities, educational systems are increasingly called upon not only to transmit knowledge, but also to cultivate democratic culture, intercultural dialogue, and civic engagement. Within this framework, citizenship education is understood as a transformative process that equips students to confront complex and planetary challenges, fostering critical awareness, social responsibility, and commitment to justice.

Against this backdrop, our contribution explores the educational potential of individual international pupil mobility as a lever for strengthening citizenship education and promoting social justice awareness. Drawing on findings from the research project Civic Education and International Pupil Mobility, conducted in Italy in 2022 by Fondazione Intercultura and Associazione Per Scuola Democratica, the study investigates the pedagogical and organizational conditions under which mobility experiences can contribute to the development of civic competences and global citizenship.

The paper aims to contribute to a better understanding of the following thematic areas: a) how the international mobility experiences of a part of the students can offer promising potential for civic and citizenship education for all students; b) which conditions and risks should be considered by educational institutions intending to implement civic education programmes that significantly integrate international mobility experiences.

The qualitative research design involved semi-structured interviews with headteachers (N=11) and field experts (N=10), alongside four focus groups with teachers from upper secondary schools in Northern, Central, and Southern Italy. Schools were selected based on their consolidated experience in student mobility and/or civic and citizenship education initiatives. Data collection focused on four analytical dimensions: (1) the implementation of civic education; (2) the conceptualization of its international dimension; (3) the organization and management of outgoing mobility; and (4) the reintegration and educational valorization of students upon return.

Findings reveal a persistent disconnection between individual mobility experiences and structured civic education pathways. In most cases, schools frame international mobility as a predominantly private undertaking, centered on the student and their family, with limited pedagogical spillover effects. Non-mobile students are rarely involved in reflective or dialogical processes that critically examine similarities and differences between sociopolitical contexts. Likewise, systematic strategies to integrate returnees’ experiences into curricular activities or collective learning processes are largely absent.

Overall, the study highlights the lack of coherent and institutionally embedded approaches linking international mobility with democratic and citizenship education. By identifying both critical gaps and promising practices, the final section advances actionable recommendations for educators and policymakers. These include the development of structured pre-departure and re-entry modules, whole-class reflective practices, and cross-curricular projects aimed at transforming mobility from an individual experience into a shared democratic learning opportunity. In doing so, the paper argues for a reconceptualization of international mobility as a strategic resource for fostering inclusive, participatory, and justice-oriented educational environments.