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<p>Despite advancing international, European and global processes, there is a&#xa0;clear lack of research into Europeanization and internationalization in elementary school. International mobility, especially to other European countries, has been carried out for decades in schools and elementary school to, among other things, acquire transnational human capital. The European Union’s Erasmus+ education program, which promotes various school learning mobilities, already has a&#xa0;long tradition and also offers elementary schools the opportunity to participate. Nevertheless, no elementary school-specific research findings are yet available. In order to address this desideratum, a&#xa0;document analysis of the project applications of all 63&#xa0;elementary schools that received approval and funding under Erasmus+ in 2021 was examined. Specifically, the school objectives were analyzed and evaluated using qualitative content analysis. The results show a&#xa0;broad pedagogical focus: The schools pursue different goals and strive to advance their own school development or promote the skills of the participants in the context of digitalization, internationalization/Europeanization, didactics, foreign languages, intercultural education, sustainability or health. It is striking that the objectives relate both to the individual level of pupils and teachers and to the institutional level of the school as a&#xa0;whole. Overall, the findings highlight the potential of international exchange projects for school development in elementary school.</p>

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Internationaler Austausch in der Grundschule: eine Dokumentenanalyse schulischer Zielsetzungen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月18日

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  • Nadine Sonnenburg,
  • Elisa Schneider

摘要

Despite advancing international, European and global processes, there is a clear lack of research into Europeanization and internationalization in elementary school. International mobility, especially to other European countries, has been carried out for decades in schools and elementary school to, among other things, acquire transnational human capital. The European Union’s Erasmus+ education program, which promotes various school learning mobilities, already has a long tradition and also offers elementary schools the opportunity to participate. Nevertheless, no elementary school-specific research findings are yet available. In order to address this desideratum, a document analysis of the project applications of all 63 elementary schools that received approval and funding under Erasmus+ in 2021 was examined. Specifically, the school objectives were analyzed and evaluated using qualitative content analysis. The results show a broad pedagogical focus: The schools pursue different goals and strive to advance their own school development or promote the skills of the participants in the context of digitalization, internationalization/Europeanization, didactics, foreign languages, intercultural education, sustainability or health. It is striking that the objectives relate both to the individual level of pupils and teachers and to the institutional level of the school as a whole. Overall, the findings highlight the potential of international exchange projects for school development in elementary school.