The Future Is Erasmus: Recommendations for the Erasmus+ Programme 2028-2031 by Erasmus Student Network AISBL

The Future Is Erasmus

Title: The Future is Erasmus: Recommendations for an Improved Erasmus+ Programme 2028-2034

Published by: Erasmus Student Network AISBL

Authors: Rita Dias

Revision: Sabri Ben Rommane, Martina Bo, Marco Commotti, Wim Gabriels, Neli KalinovaSchmieder, Simone Lepore, Nathan Lusseau, Sara Tagliabracci.

Contributions: Collection of contributions collected during EGM Seville 2024

Design: Mira Bago

Erasmus Student Network AISBL

Rue Joseph II 120

1000 Brussels, Belgium

Tel: +32 2 256 74 27

Please refer to this report as: Dias, R..(2025). The Future Is Erasmus: Recommendations for an Improved Erasmus+ Programme 2028-2034. Erasmus Student Network AISBL.

ESN is an independent, non-partisan, non-political, and non-profit international association that operates under Belgian law. ESN is supported by the Erasmus+ programme of the European Union.

Co-Funded by the European Union. Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA) Neither the European Union nor EACEA can be held responsible for them

1. Introduction

Over the years, the Erasmus+ programme has continuously evolved, shaping the comprehensive and structured framework we know today. Since its creation in 1987, it has positively impacted the lives of over 16 million participants, offering opportunities for learning mobility, training, and cooperation

In its current form, the programme is organised around three Key Actions and guided by four horizontal priorities. This structure has been reﬁned throughout more than 36 years of implementation to better respond to the needs of learners, institutions, and society. These core elements determine the operational direction and funding distribution within the programme.

In addition to being a symbol of European unity and a tangible example of “United in Diversity”, Erasmus+ stands as the European Union’s ﬂagship initiative in the ﬁeld of education. While education remains a national competence of the EU Member States, Erasmus+ plays a vital role at the European level in fostering competitiveness, integration, and transnational cooperation.

The programme is also instrumental in driving innovation within education systems, bridging the expectations of today’s students with the realities of education, and paving the way for stronger links between educational institutions and the job market

Many consider Erasmus+ to be one of the European Union’s greatest success stories, an experience that highly resonates with the thousands of young people who go abroad each year Since 1988, the Erasmus Student Network, the largest Erasmus+ alumni organisation, has worked closely alongside the programme’s development, consistently voicing the needs and feedback of its main beneﬁciaries: the students.

At a time when Europe faces increasing challenges, from social fragmentation to the climate crisis, from skills gaps to democratic disengagement, investing in inclusive, high-quality education and meaningful international experiences is not optional, but essential Erasmus+ plays a crucial role in equipping citizens with the competencies, perspectives, and solidarity needed to address these challenges together

For all these reasons, Erasmus+ must remain a ﬂagship initiative of the European Union, with its current structure preserved and its status as a standalone programme maintained and improved. Its framework, scope, and ambition should not only be safeguarded but further

strengthened Because when we invest in Erasmus+, we are investing in Europe itself, its unity, its future, and its people.

2. Methodology

This document presents the contributions and recommendations of the Erasmus Student Network for the upcoming cycle of the Erasmus+ programme, intended to run from 2028 to 2031. Under the “The Future is Erasmus” initiative, ESN has collected input from its 46 member organisations, represented by over 530 local sections and more than 15,000 active student volunteers who support thousands of mobile students every year. These recommendations have also been shaped by feedback collected during the 2024 and 2025 editions of the Erasmus Generation Meeting, ESN’s ﬂagship event, which took place in Seville, Spain and Ancona, Italy, respectively They reﬂect the voices of those directly impacted by EU policies and by the Erasmus+ programme, providing relevant and actionable insights for improving the programme as a public policy

This paper has also drawn upon the policy positions developed by ESN since the beginning of the current programme cycle in 2021 To explore our complete range of publications, visit esn.org. Additionally, the document focuses primarily on Key Action 1, which aligns with ESN’s main area of expertise and its longstanding work supporting student mobility However, where relevant, certain considerations regarding Key Action 2 are included to ensure the overall coherence of the proposals

It is important to note that this document addresses the structure and functioning of the programme independently of ﬁnancial allocations For ESN’s position regarding the next Multiannual Financial Framework, please refer to our publication The Future Is Erasmus: A Multiannual Financial Framework Aligned with the Erasmus+ Programme 2028–2034 This complementary paper is dedicated exclusively to ﬁnancial aspects, while the present document focuses on structural improvements

3. Summary of the Recommendations

Recommendation 1: Develop speciﬁc and measurable targets for the four horizontal priorities to enhance the assessment of their implementation and improve its monitoring and support evidence-based improvements.

Recommendation 2: Capacity building and clearer guidance must be provided to both National Agencies and higher education institutions to strengthen the implementation of the Inclusion and Diversity priority. This is essential to ensure that all students, regardless of their background, have equal access and support to the opportunity to go abroad.

Recommendation 3: Promote improved outreach strategies to ensure that students with fewer opportunities are well-informed and empowered to participate in mobility opportunities This includes developing more diverse and ﬂexible mobility formats and targets that can be tailored to different student proﬁles.

Recommendation 4: Extend real cost support to all students with fewer opportunities to enable broader implementation of inclusion measures and targeted support for the barriers they face, such as mental health, crisis situations, and discrimination.

Recommendation 5: HEIs must take a more proactive role in raising awareness and offering targeted support to students. This includes providing practical resources on how to plan green travel effectively

Recommendation 6: National authorities must prioritise investment in railway infrastructure to fully realise the objectives of sustainable travel as outlined in the Erasmus+ Programme Guide 2025.

Recommendation 7: The European Commission, National Agencies and Higher Education Institutions should collaborate to enhance the digital tools available to students as part of their Erasmus+ journey, ensuring that all mobility procedures can be conducted online

Recommendation 8: Higher Education Institutions should formally recognise students’ volunteer work and participation in civic engagement activities within the local community. This can be achieved through existing tools such as ECTS recognition and the diploma supplement.

Recommendation 9: Erasmus+ should be leveraged as a soft policy tool for promoting democratic values and societal resilience by educating a new generation of individuals who are committed to upholding and advancing democracy across Europe

Recommendation 10: Scale and reinforce existing Erasmus+ formats to deliver on the Union of Skills objectives Rather than introducing entirely new mechanisms, the European Commission and Member States should invest in expanding and improving existing Erasmus+ formats that already contribute to upskilling and reskilling across Europe

Recommendation 11: To overcome mobility barriers for students from third countries, the European Commission and Member States should work towards establishing a streamlined and ﬁnancially inclusive Erasmus+ Visa framework.

Recommendation 12: Higher Education Institutions should actively integrate Erasmus+ traineeships into their academic offers and institutional employability strategies. This includes simplifying application processes, providing targeted support to trainees, and collaborating with local authorities and innovation ecosystems to align traineeships with regional and national development and entrepreneurship goals.

Recommendation 13: The post-mobility phase must be better structured to ensure that students have the opportunity to reﬂect on and make the most of their international experiences. Higher Education Institutions, in cooperation with employers and student organisations, should offer re-entry activities such as CV development, interview training, and skills recognition workshops. To support this, stronger links with the post-mobility phase should be explicitly included in the responsibilities of Higher Education Institutions within the Erasmus Charter for Higher Education.

Recommendation 14: Higher Education Institutions should ensure that Erasmus+ grants are distributed to students before the start of their mobility

Recommendation 15: Higher Education Institutions should provide clear and accessible information about available grant opportunities, funding levels, and the procedures to obtain them. This is essential to ensure that students are fully informed before undertaking a mobility experience

Recommendation 16: Higher Education Institutions must improve the provision of clear and timely information regarding accommodation options for international students, particularly when on-campus housing is not available

Recommendation 17: Higher Education Institutions should strengthen collaboration with student organisations and local authorities to enhance the support ecosystem for incoming students.

Recommendation 18: The new Commissioner for Energy and Housing, alongside Local and National Authorities, must prioritise addressing the structural challenges of student housing in Europe.

Recommendation 19: National governments and higher education institutions must intensify efforts to ensure the automatic recognition of learning outcomes for Erasmus+ mobilities.

Recommendation 20: National authorities should provide clearer guidance to higher education institutions and systematically assess the implementation of automatic recognition at the institutional level

Recommendation 21: More capacity building and guidance should be provided to Higher Education Institutions and National Authorities to ensure the full implementation of the Bologna Tools, the ECTS Users’ Guide, and the 2018 Council Recommendation on promoting automatic mutual recognition

Recommendation 22: Higher Education Institutions should strengthen their efforts to address all aspects of student well-being, with particular attention to mental health support It is essential to ensure that the needs of all students are met and that international students have equal access to the same services as local students

Recommendation 23: Higher Education Institutions should seek to understand the factors contributing to student dropout rates from mobility opportunities HEIs have reported consistent instances of students withdrawing from mobility programmes. To ensure the sustainability of international mobility, it is essential to investigate the reasons behind these dropouts in collaboration with the students who have experienced them and explore potential solutions to address these challenges

Recommendation 24: Higher Education Institutions should diversify their internationalisation offers to better reﬂect the interests and needs of their entire student body. While Erasmus+ studies should remain a cornerstone of international mobility, institutions should actively promote and develop additional formats.

Recommendation 25: Higher Education Institutions must enhance pre-departure support, ensuring that students are well-prepared for their mobility experience from the earliest stages. Universities should adopt a proactive coaching approach throughout the mobility preparation phase, equipping students with the necessary information to make their mobility experience a success

Recommendation 26: National and European authorities should intensify efforts to facilitate the association of the United Kingdom and Switzerland with the Erasmus+ programme Full participation of both countries would restore valuable mobility opportunities for students, and strengthen international collaboration in education

Recommendation 27: Higher Education Institutions should streamline and simplify the mobility process by adhering to the core documentation required by Erasmus+, the Learning Agreement, Transcript of Records, and Certiﬁcate of Arrival and Departure, and ensure that any additional requirements are managed efﬁciently, without creating undue delays or administrative burdens for students.

Recommendation 28: To improve the effectiveness of the Youth Check, European and national authorities must distinguish between the contributions of individuals and those of civil society organisations. While both perspectives are valuable, they serve different purposes and should be collected through distinct and appropriate methodologies.

Recommendation 29: Youth organisations should be explicitly recognised as key actors in the next Erasmus+ Regulation, with access to sustainable and dedicated operational support Organisations such as the Erasmus Student Network, which provides direct services to participants and contributes to the implementation of programme priorities, currently face structural challenges due to reliance on annual operating grants and project-based funding.

Recommendation 30: Civil society organisations with thematic expertise should be integrated into existing consultation spaces, such as the Erasmus+ Committee Meetings, rather than

being isolated in new, separate forums This will improve efﬁciency and the relevance of contributions.

Recommendation 31: National and local authorities should establish stakeholder engagement models that actively involve organisations in deﬁning national and local priorities, as well as in decision-making processes related to Erasmus+ This will ensure that bodies working on these topics at national and local levels are meaningfully included and have a seat at the table.

Recommendation 32: Higher Education Institutions should place greater emphasis on increasing student participation in shaping their internationalisation strategies. To achieve this, HEIs should actively collect regular feedback from students, especially those who have participated in Erasmus+ mobility.

Recommendation 33: The European Commission, National Agencies, and Higher Education Institutions should further explore the potential of former Erasmus+ participants as ambassadors of the Erasmus Generation, leveraging their personal experiences to promote the programme’s beneﬁts and long-term impact.

Recommendation 34: European University Alliances should ensure that student representatives on student boards receive adequate preparation and support to fulﬁl their roles effectively. This includes structured onboarding, clear role deﬁnitions, and continuous knowledge transfer.

Recommendation 35: All European University Alliances should ensure that student representatives are democratically elected and actively involved in shaping the decision-making processes of the alliance.

Recommendation 36: To uphold the 50% mobility target without compromising the inclusivity of the programme, the European Commission should develop a dedicated implementation mechanism that ensures the full delivery of KA131 and upholds the objectives set by the mobility target, while maintaining equitable and qualitative access for all students.

Recommendation 37: European University Alliances should develop a comprehensive dissemination and reporting plan to effectively showcase their on-campus initiatives, as they exemplify the successful integration of local and international students

Recommendation 38: The continuation of the European Universities Initiative under the next Multiannual Financial Framework must be accompanied by a comprehensive reﬂection on its long-term sustainability This includes establishing an adequate funding pathway, reinforcing governance structures, and enhancing monitoring mechanisms to support the initiative’s transformative impact on the higher education sector

Recommendation 39: The development of the European Degree must prioritise inclusion and accessibility from its beginning As the initiative progresses, it should reﬂect the Erasmus+ programme’s commitment to reaching an increasingly diverse student population in each successive cycle, ensuring equitable access for all

Recommendation 40: The European Commission and Member States should move beyond the European Degree label and work towards the full implementation of the European Degree

Recommendation 41: Higher Education Institutions should be encouraged to extend early arrival provisions for international students, particularly those coming from or going to non-EU countries, either in person or virtually. Early arrival allows for better adaptation to the new environment and improves students’ ability to process administrative and academic information, as well as adjust to a different culture.

Recommendation 42: The European Union should take the necessary steps to formally recognise as Programme Countries those countries that uphold the EU’s core principles of democracy, human rights, and the rule of law.

Recommendation 43: To address the growing global demand and ensure equal opportunities for students worldwide, the European Commission should signiﬁcantly expand the funding available for KA171 in the next Erasmus+ programme cycle

Recommendation 44: The European Commission, National Agencies, and Higher Education Institutions should complement personal mobility stories with robust, data-driven analysis to better communicate the Erasmus+ programme’s impact.

Recommendation 45: The next Erasmus+ programme cycle should establish clear KPIs not only at the European level but also across national and local levels, in alignment with the Learning Mobility Framework

Recommendation 46: The European Commission and National Agencies should increase the transparency and accessibility of Erasmus+ data. Key documents, such as the Erasmus+ Participant Report and disaggregated national and local-level datasets, should be made publicly available.

Recommendation 47: Higher Education Institutions should collaborate closely with student organisations to improve the dissemination and awareness of the Erasmus Student Charter and the responsibilities of sending and hosting institutions

Recommendation 48: The Erasmus Charter for Higher Education monitoring process should continue and expand the involvement of students, ensuring their perspectives are systematically included.

Recommendation 49: The mid-term evaluation of the current Erasmus+ programme should be made publicly available before the European Commission presents any legislative proposals for the next programme cycle. This will ensure that future policy developments are based on solid evidence.

4. Recommendations for the Erasmus+ Programme 2028-2034

4.1. The Four Horizontal Priorities

As previously highlighted in the XV ESNsurvey, the introduction of the four horizontal priorities has been, on average, positively received by students, though perceptions vary depending on the speciﬁc priority However, to ensure these priorities are fully realised, further efforts are needed in their development and, most importantly, their implementation in the next programme cycle As stated above, we believe that the current structure of the programme, built around its Key Actions and horizontal priorities, should be preserved and further enhanced to maximise its impact

In general, there is a clear need to develop national targets for each horizontal priority that are speciﬁc, measurable, and aligned with the overall goals of the programme Additionally, the monitoring of each priority should be strengthened in relation to these targets. This approach would allow for a more accurate assessment of the success of the implementation of the four horizontal priorities and ensure greater accountability and effectiveness at both national and European levels

Inclusion and Diversity

The Inclusion and Diversity priority is perceived by students as the most positively implemented among the four horizontal priorities Students who receive ﬁnancial support under the “fewer opportunities” top-up report higher satisfaction with the services provided by both sending and host institutions compared to the general average (Dias, Buseyne, et al , 2024). This can be attributed to the stronger emphasis placed on this priority in the early years

of the programme cycle, as well as the publication of several guidance documents, such as the Inclusion and Diversity Strategy and the Framework of Inclusion Measures, which have provided direction for implementation

However, signiﬁcant challenges persist, particularly regarding the awareness and preparedness of Higher Education Institutions to effectively implement the inclusion priority There is a clear need for enhanced capacity building at both national and local levels of programme implementation In particular, it is essential to strengthen the capacity of institutions to effectively distribute the inclusion top-up and to develop targeted integration activities on university campuses for students with fewer opportunities

Currently, ESN is coordinating the Diversity and Inclusion in Erasmus+ Implementation (DIEM) project, which builds on our previous work on inclusion and diversity Although the ﬁnal results are not yet published, a preliminary assessment based on study visits and surveys highlights a need to improve the pre-departure phase Ensuring a smooth mobility experience for students with fewer opportunities depends heavily on the provision of accurate information, effective guidance throughout the application process, both administrative and academic, and thorough preparation for the learning experience.

It is also recommended that HEIs strengthen cross-departmental collaboration, involving student support services, faculty coordination, and international ofﬁces. Greater synergy among these units is vital to adequately prepare students for mobility and to offer proper support when receiving students from underrepresented backgrounds.

Additionally, we need to improve the outreach of a diversity range of mobilities, especially the ones that provide more flexibility to the students. These opportunities are especially relevant for students with fewer opportunities, who may hesitate to engage in long-term mobility due to academic, personal, or financial constraints. As shown in the SIEM research, these students often experience greater uncertainty when considering longer-term exchanges (Allinson K., Gabriels W, 2021). In this particular case, the core issue is not necessarily the level of funding allocated to mobilities, but rather how these opportunities are communicated and made accessible to a more diverse student audience. Therefore, communication strategies must be more targeted, inclusive, and tailored to address the specific needs and concerns of underrepresented groups.

Finally, we believe that the current inclusion support for organisations, as outlined in the 2025 Programme Guide (€125 per student with real cost support), should be extended to all students with fewer opportunities This would enable institutions to implement broader inclusion measures, such as mental health services, anti-discrimination policies, and crisis support mechanisms

These priorities should also be more clearly reﬂected in the use of Organisational Support, in alignment with the quality standards set out in the Erasmus Charter for Higher Education This would help ensure that inclusion becomes a systematic and monitored component of the Erasmus+ experience In parallel, there should be closer monitoring of how institutions implement and support inclusion-related measures, particularly in connection with the monitoring and enforcement of ECHE commitments

Environment and ﬁght against climate change

Although students' perceptions of this priority are generally positive, several of our studies reveal a disconnect between their values and actual behaviours. For instance, students still overwhelmingly prefer air travel as their primary mode of transportation for mobility. This illustrates a gap between the importance they assign to sustainability and the decisions they ultimately make. When asked about the reasons behind this discrepancy, students often cite financial considerations and travel time as key factors influencing their preference for flying (Dias, Buseyne, et al., 2024; Diekmann & Karaiskos, 2022).

Research from projects such as Green Erasmus and Sustainable Erasmus Travel indicates that green travel is often perceived as a privilege, accessible mainly to students with more resources. Green travel should not be seen as a burden but as a transformative journey, one that helps students develop transferable skills and competencies. HEIs must take a more proactive role in raising awareness and offering targeted support to students. This includes providing practical resources on how to plan green travel effectively. Many institutions report that while students initially express interest in sustainable options, they often switch to ﬂying closer to the departure date due to a lack of planning support. This demonstrates that there is still signiﬁcant untapped potential for HEIs to make a difference.

It is important to highlight that measures such as the implementation of the travel support mechanism in 2024, replacing the former green top-up, have been well received by students and represent a step in the right direction. However, we believe that the primary challenge now lies not with the European Commission, but with national authorities, who must prioritise investment in railway infrastructure to fully realise the objectives of sustainable travel as outlined in the Erasmus+ Programme Guide 2025.

For green travel measures to succeed, it is crucial that governments enhance national railway systems, making train travel a practical and affordable option for all students participating in mobility programmes Furthermore, national authorities, working in close collaboration with the European Union, should pursue better cross-border coordination to ensure seamless international train journeys. These steps are essential to promote sustainable travel behaviours among students and the broader population, aligning with the ambitions of the European Green Deal and helping to make sustainable mobility a truly attractive and accessible choice.

Digital Transformation

Similar to the other horizontal priorities, the Digital Transformation priority continues to be viewed positively by students who have participated in mobility experiences This is encouraging, particularly in the context of the Union of Skills, which emphasises the development of green and digital competencies to build a more competitive and sustainable future.

However, when examining the implementation of this priority within Erasmus+, it becomes clear that improvements are still needed. Many students report low usage of the digital tools developed under the programme. For instance, only 18.33% of respondents in the XV ESNsurvey reported using the European Student Card, while the most widely used tool, Online Learning Agreements, was still only utilised by 44 14% of students (Dias, Buseyne, et al , 2024)

Increasing the use and visibility of these tools could signiﬁcantly improve the support and guidance students receive from the beginning of their mobility journey. Furthermore, this would especially beneﬁt students with fewer opportunities, who stand to gain the most from

the simplification and digitalisation of mobility procedures The qualitative findings of the XV ESNsurvey reveal that students who did not benefit from digital procedures often expressed dissatisfaction with the administration of their mobility

To address this, we recommend that, alongside the further development of green and digital skills, complementary actions must be taken at the EU level These should include greater investment in digital infrastructure to manage Erasmus+ mobilities, ensuring that administrative simpliﬁcation must be at the heart of this transformation

Participation in Democratic Life, Common Values and Civic Engagement

Compared to the other horizontal priorities, and despite being generally viewed positively by students, Active Citizenship and Participation is the priority that have faced the greatest challenges in implementation. While student perceptions remain supportive, the tangible impact of this priority has been more difﬁcult to realise.

Looking at student reﬂections on citizenship before and after mobility, it becomes clear that Erasmus+ has a meaningful impact: students report feeling more like European citizens, while also feeling more connected to their own national identity. This aligns directly with one of the

original goals of the Erasmus+ programme, to foster a sense of European identity alongside national belonging (Dias, Buseyne, et al., 2024).

However, the key question remains: how can we transform this renewed sense of European identity into meaningful civic action and engagement? This is one of the most signiﬁcant challenges facing this priority today, and it reﬂects a broader lack of strategic development over the years.

One of the most striking ﬁndings from our research is the ongoing difﬁculty in fostering meaningful interaction between international students and local communities. Encouraging students to engage in civil society activities, both during and after mobility, remains a persistent challenge for higher education institutions. Our recent data shows a decline in student interest in civic engagement over recent years (Dias, Buseyne, et al , 2024)

A key barrier is the lack of recognition for student volunteering and engagement. While many international students would be open to participating in community and civic activities, they are often discouraged by the absence of formal recognition from their higher education institutions. An internal survey conducted in the local sections of ESN reveals that 62% of our local organisations do not receive any form of recognition from their institutions, and only 11.1% of our local sections receive some type of academic recognition for their volunteer work.

This is also a challenge within the European University Alliances, which are struggling to attract students to participate in their governance structures. More consistent support and recognition from higher education institutions are essential to change this trend and make civic participation an appealing and rewarding part of the experience.

Moreover, considering the current geopolitical context, we are missing a critical opportunity to leverage Erasmus+ as a soft policy tool for promoting democratic values and societal resilience. As our research shows, students who go on mobility are more likely to feel connected to the European Union and its values. If this is the potential of the programme, then Erasmus+ is not only a tool for learning mobility but also a key safeguard of democracy, promoting intercultural understanding, active citizenship, and solidarity across borders.

4.2. Erasmus+ as a Key Driver for the Union of Skills

Understanding the role of Erasmus+ in supporting the Union of Skills will be a vital part of the upcoming discussions on the future of the programme As Mario Draghi emphasised, “education and training systems need to become more responsive to the changing skill needs and skill gaps identiﬁed by the skills intelligence” (Draghi, 2024) Erasmus+ is uniquely positioned to respond to this challenge through its long-standing mobility infrastructure and cross-border educational partnerships

The Union of Skills seeks to ensure that everyone in Europe, regardless of background or location, can build strong foundational competencies and engage in lifelong upskilling and reskilling. In line with the perspective of the Academic Association Cooperation, we believe that the most effective way to contribute to these goals is by scaling up and strengthening existing Erasmus+ formats, building on lessons learned from past programme cycles, rather than creating entirely new tools (ACA, 2025)

Erasmus+ contributes not only to academic and professional development but also to building a stronger sense of European identity and intercultural competence These beneﬁts go well beyond the classroom and help equip students with the values and perspectives needed to

thrive in a connected and democratic Europe However, these outcomes must be better recognised and monitored. Past Erasmus+ Impact Studies conﬁrm this potential, with students from lower-GDP countries reporting the highest impact of mobility, scoring 76 on the Study Impact Index, compared to 68 for peers from higher-GDP countries (ACA, 2025). This illustrates the programme’s dual value: as a driver of personal growth and a tool for greater inclusion and cohesion across Europe.

For the European Union to lead in skills development, it must continue to invest in initiatives that attract international talent, promote mobility, and equip young people with diverse, cross-border experiences Students returning from mobility bring home more than academic achievements; they return as citizens of both their country and Europe, capable of contributing fresh ideas, new perspectives, and cross-cultural understanding to their communities This experience provides them with a distinct competitive advantage in the job market while contributing to broader EU priorities

Visa and Other Administrative Barriers

At the same time, several key challenges must be addressed to fully realise the potential of Erasmus+ in contributing to the Union of Skills. One of the major barriers remains visa and administrative procedures, particularly for students from third countries Even when mobility is approved by both the sending and host institutions, students are often hindered by visa complications, revealing a clear disconnect between EU-level ambitions and national-level implementation. In addition, visa applications often present a signiﬁcant ﬁnancial burden. Students are frequently required to pay application fees without any certainty that their visa will be approved.

ESN continues to advocate for the creation of a dedicated Erasmus+ Visa, which would streamline procedures, ease access for non-EU students, and support long-term talent

retention in Europe Such a framework would directly contribute to addressing Europe’s skills shortages and align with the goals of the Global Gateway Strategy (ESN & UNIMED, 2024).

Outreach of Erasmus+ Traineeships

Another area that needs to be strengthened is the participation in Erasmus+ traineeships. While Erasmus+ students beneﬁt from well-established support systems, such as welcome events, buddy programmes, and support from student organisations, trainees often face unclear application procedures and limited institutional support, resulting in lower satisfaction levels. Higher Education Institutions should actively expand traineeships within their academic offer, clearly positioning them as a pathway to the labour market Promoting the link between international internships and employability can boost student interest and ensure that mobility is aligned with future career goals

HEIs should also adopt a more strategic and collaborative approach by working with local authorities and innovation ecosystems to embed Erasmus+ internships in regional development and entrepreneurship initiatives. This enhances the student experience while supporting local economies and helping to fulﬁl the objectives of the Union of Skills

Improving Post-Mobility Support and Career Integration

In parallel, more attention must be paid to the post-mobility phase of the Erasmus+ experience ESN has led the Erasmus Careers project, a Key Action 2 initiative that identiﬁes, recognises, and integrates the competencies students gain during mobility into education and employment policies. Research from the ErasmusCareers project shows that the most commonly developed skills include autonomy, social and language skills, employability, and adaptability. However, it is equally important to acknowledge the diverse learning paths students follow during their mobilities.

To maximise impact, ESN recommends that HEIs implement structured re-entry initiatives that focus on skills recognition and labour market integration Activities such as CV development, interview preparation, and competence reﬂection, ideally in cooperation with employers, can help students capitalise on their mobility experiences. The European University Alliances, with their more than 2,200 associated partners, including many businesses, are well placed to support this work and help bridge the gap between education and employment at scale. This is work they are already successfully undertaking, and which could be scaled across the entire higher education sector.

4.3. Overcome the Main Barriers Faced by the Students

Through our various projects and initiatives, one of the main objectives of the Erasmus Student Network is to understand the key barriers faced by students and explore how to effectively overcome them. Our approach goes beyond a surface-level analysis; we aim to explore the root causes of these challenges and offer concrete, evidence-based solutions. Our goal is to ensure that the Erasmus+ programme becomes a reality for all students, not just a privileged few.

Throughout this programme cycle, our research and engagement efforts have revealed that many of the core challenges students face have remained largely the same. While progress has been made in some areas, other issues have become more pronounced over time. As we look to the next edition of the Erasmus+ programme, we do not believe there is a need to reinvent the wheel. Instead, we advocate for a programme that focuses on strengthening its current structure and addressing long-standing issues that have been present since its creation.

Financial Barriers

As already mentioned in the introduction of this document, ESN has published a dedicated position paper on the Multiannual Financial Framework (MFF), highlighting the urgent need to increase the Erasmus+ budget This call is strongly supported by the recurring issue reported by both international and non-mobile students: the lack of sufﬁcient funding to support a stay abroad

While the need for an increased budget is addressed in a separate document, there are additional solutions that can be implemented to mitigate this challenge

To this day, students continue to report a lack of clarity regarding the process of receiving Erasmus funding. Students should be able to easily understand how their grant is calculated, when it will be disbursed, and which steps they must take to receive it. The pre-departure phase plays a crucial role in this, and the provision of clear and accessible information must be signiﬁcantly improved. Students should be better supported by the International Relations Ofﬁce, with comprehensive information available in a single, centralised online platform

Another pressing issue, which does not require additional funding to address, is the timely distribution of grants. This is particularly problematic for students with fewer opportunities,

who may lack alternative ﬁnancial resources to cover upfront costs Delays in the disbursement of grants can restrict students’ ability to fully engage in their mobility experience from the start.

Although there has been a slight improvement in this area between 2021 and 2023, as evidenced in both editions of the ESNsurvey, signiﬁcant gaps remain, especially in Southern European countries, which consistently report the lowest performance in this regard

Accommodation

Among the most pressing issues affecting international students is the persistent lack of affordable and reliable housing. According to the latest housing report published by ESN, 5 05% of respondents cancelled their mobility entirely due to housing-related barriers, including unaffordable rent, scams, or the unavailability of accommodation (Lepore, Ben Rommane, & Dias, 2025)

Housing costs remain one of the most significant pressures on the financial stability of mobile students High accommodation prices not only pressure students’ budgets but also undermine the practical value of the Erasmus+ grant. Recent ESN research shows that nearly half of the respondents (49 69%) reported paying over €400 per month for accommodation In addition, 83.77% of students had to pay a security deposit, compounding the financial burden, especially if the grants were not delivered on time (Lepore et al , 2025)

Pre-departure information plays a crucial role in shaping students’ housing experiences. Satisfaction is typically higher when host institutions provide or facilitate access to student housing, especially when the accommodation is managed directly by the university. However, there are signiﬁcant disparities across countries For instance, despite well-documented

housing shortages in the Netherlands, overall student satisfaction remains high This suggests that institutional support services and responsiveness can substantially improve students' housing experience, even in challenging markets

Alarmingly, 34.17% of students reported encountering housing scams during their mobility, marking a 182 4% increase compared to previous data from the International Student Housing report (Lepore et al., 2025). This highlights the urgent need for better pre-departure information and housing literacy Many ESN local sections already play a vital role in this area, offering dedicated housing guides and local insights to help students avoid scams and navigate unfamiliar rental markets safely

In our analysis, we have also observed that many students do not fully understand the respective responsibilities of sending and hosting institutions when it comes to housing support. To address this, ESN recommends that inter-institutional agreements explicitly outline roles and expectations regarding accommodation and that these elements be incorporated into the monitoring of the Erasmus Charter for Higher Education.

Furthermore, higher education institutions should work more closely with student organisations and local authorities to strengthen the ecosystem of support available to incoming students. This includes offering legal guidance on housing contracts, improved pre-departure information, and more direct support upon arrival. Many ESN sections are already equipped with the tools and expertise to contribute to this effort and stand ready to collaborate with institutions to ensure that housing does not remain a barrier to international mobility

Recognition of Learning Abroad

Alongside ﬁnancial barriers and the lack of affordable accommodation, the recognition of learning outcomes remains one of the three main challenges faced by Erasmus+ participants The 2023 implementation report on the 2018 Council Recommendation on promoting automatic mutual recognition identiﬁed a major concern: while many national legal frameworks allow for automatic recognition, institutional practices vary widely, leading to inconsistencies in implementation (European Commission, 2023)

A key challenge lies in the lack of centralised guidance and effective monitoring. Without oversight mechanisms, it becomes difficult to determine to what extent recognition decisions are genuinely automatic across the EU. National legislation is a crucial precondition for achieving true automatic recognition of learning periods abroad Yet, data from both the ESNsurvey XIV (2022) and the Commission’s own monitoring reveal significant disparities. As of the latest report, only 12 EU Member States have national legislation in place for automatic recognition. Others apply it only to specific countries or institutions, or not at all.

However, beyond the legislative level, higher education institutions themselves have a key role to play in achieving automatic recognition. One area for improvement is the use of digital tools, such as the Online Learning Agreement (OLA) As seen above, despite being the most widely used Erasmus+ digital tool, it was only used by 44.14% of Erasmus+ participants who responded to the XV ESNsurvey This highlights not only a lack of awareness or training but also the need for better integration of digital tools into institutional workﬂows.

Moreover, the quantitative and qualitative data from the ESNsurvey point to several systemic barriers to recognition. These include:

● Lack of ﬂexibility in degree programmes;

● Low levels of trust between partner universities;

● Recognition decisions inﬂuenced by individual professors rather than institutional policy;

● And insufﬁcient understanding of the ECTS system and weak guidance during the preparation of learning agreements

This last point reinforces the need for comprehensive and personalised pre-departure support, not only to assist students but also to create shared expectations and improve transparency between institutions.

The Well-being of International Students

According to the Flash Eurobarometer 556 on “EU Challenges and Priorities: Young People’s Views”, mental health and well-being ranked among the top three areas where young people believe the EU should invest more resources, with 28% of respondents prioritising it, following affordable housing and education, training, and skills development.

Findings from the qualitative section of the XV ESNsurvey echo these concerns An increasing number of students reported that well-being, particularly mental health, was one of the most negatively impacted aspects of their exchange experience Many highlighted the lack of adequate support services abroad as a key factor. This concern has also been consistently raised by Higher Education Institutions and National Agencies in ESN’s ongoing collaborations, especially in discussions about the growing number of drop-outs during mobility periods.

Given the implications for both the quality and sustainability of international mobility, mental health and well-being must become a central focus of the Erasmus+ Programme. It is essential that this issue be properly studied, resourced, and addressed by all stakeholders involved

4.4. Outreach, Visibility and Simpliﬁcation of Erasmus+

One of the most consistently emphasised recommendations across ESN’s previous position papers is the need to increase the outreach and visibility of Erasmus+ opportunities. It is essential to tailor outreach and visibility strategies by taking into account the speciﬁc student population of each city and Higher Education Institution. By understanding the local context, different Erasmus+ opportunities can be made more accessible and relevant to students who may not yet see themselves reﬂected in the programme.

The second major recurring recommendation is the need for simpliﬁcation within the Erasmus+ programme. Both students and staff continue to face signiﬁcant administrative burdens, which

can discourage participation and create barriers to participation ESN advocates for a more streamlined and user-friendly approach that still meets the programme’s goals.

Outreach and Visibility

According to the Education and Training Monitor 2024, “the full picture of learning mobility in tertiary education remains unclear due to data limitations. In 2022, only 10.9% of tertiary education graduates originating from EU countries had a learning mobility experience abroad Graduate outward mobility appears to be well below the 23% target set for 2030” (European Commission, 2024) This highlights not only a need for better data collection and analysis but also that learning mobility is still more the exception than the norm in higher education.

Findings from the XV ESNsurvey reinforce this concern When non-mobile students were asked about their awareness of EU mobility initiatives, a signiﬁcant disparity was observed. While 95% were familiar with Erasmus+ studies, far fewer knew about other opportunities such as the European Solidarity Corps, Erasmus Mundus Joint Master's Degrees, or European University Alliances These ﬁgures highlight the urgent need to expand outreach efforts, particularly for lesser-known formats that could attract a more diverse student population (Dias, Buseyne, et al , 2024)

As already stated above, students with fewer opportunities often express greater interest in different mobility options before committing to full, long-term physical mobility To reach different groups effectively, Higher Education Institutions must adapt their communication strategies and ensure that internationalisation efforts are adapted to the context Outreach should not take a one-size-ﬁts-all approach but be tailored to the realities and needs of local student populations

Enhanced outreach is also directly linked to one of the most frequent requests from international students: stronger pre-departure support and coaching from international relations offices. If HEIs have a clearer understanding of the specific demographics they are targeting, they can more effectively support students throughout their mobility journey, from the moment they decide to go abroad. However, as previously highlighted, this requires greater capacity-building within universities and increased financial and human resourcing for international relations offices.

To make meaningful progress, national authorities must also prioritise internationalisation in their education strategies and maintain education and mobility as core topics in their political agendas Achieving systemic change will not happen alone, it requires a collective commitment from institutions, national governments, and the European Union.

To ﬁnalise, looking at the European Commission’s Erasmus+ Annual Reports, 20% of KA131 funding allocated to mobility outside the EU is largely being used to support exchanges with the UK and Switzerland In this context, ESN believes that reintegrating the UK and Switzerland as formal Erasmus+ programme partners would provide stronger structural beneﬁts and ensure that students regain access to a comprehensive, high-quality mobility experience in those countries.

Simpliﬁcation

One of the most persistent challenges raised by both students and staff regarding the Erasmus+ programme is the bureaucratic burden associated with mobility processes. These administrative hurdles not only delay procedures but also overwhelm International Relations Ofﬁces, limiting their ability to fully support and coach students throughout their mobility journey. Therefore, simpliﬁcation must be a key objective in the next edition of the programme, reducing unnecessary complexity without compromising quality or outcomes

From the students' perspective, one of the most impactful improvements would be addressing the delays caused by excessive documentation requirements. It is important to reiterate that, according to Erasmus+ regulations, only three core documents are required for mobility: the Learning Agreement, the Transcript of Records, and the Certiﬁcate of Arrival and Departure. Any additional documentation introduced at the institutional or national level, often related to legal or ﬁnancial procedures, should be managed in a student-friendly and timely manner, ensuring that these requirements do not jeopardise or delay students' access to grants or their participation in the programme.

4.5. Stakeholders' Involvement in the Erasmus+ Cycle

In order to design effective public policies, it is essential to gather direct feedback from those most impacted by the policy in question This principle is equally valid for the Erasmus+ programme. The involvement of both beneﬁciaries and the organisations that work closely with them is crucial for ensuring the programme’s ongoing relevance, quality, and success

Over recent years, the European Youth Forum has advocated for the implementation of the Youth Check, an initiative aimed at ensuring that EU policies consider the impact on young people from the early stages of policymaking. According to the Youth Forum, the goal is “to

ensure that the needs and voices of young people are considered across various policy areas” (European Youth Forum, 2024). While European institutions have shown commitment to its implementation, there remains considerable room for improvement, particularly in how civil society organisations are consulted, especially with regard to Erasmus+.

As highlighted by the European Youth Forum, “As a programme that promotes active citizenship, the governance of Erasmus+ must include participatory civil dialogue mechanisms to include the voices of youth organisations and beneﬁciaries at all levels” (European Youth Forum, 2025). Consultations should be meaningful, outcomes should be shared transparently, and follow-up actions must be clearly communicated The expertise of civil society actors should be actively utilised in this process.

When implementing youth-inclusive processes such as the Youth Check, it is important to distinguish between the contributions of individuals and those of civil society organisations. Both bring valuable perspectives, but they serve different functions Organisations like the Erasmus Student Network develop evidence-based recommendations grounded in direct engagement with thousands of students and long-standing expertise While individual feedback is important, it lacks the strategic depth and policy expertise that structured organisations can provide Both types of input must be collected using distinct approaches that reﬂect their nature and value.

Self-organised spaces for young people are critical for the success of Erasmus+ Youth organisations should be explicitly recognised as key actors in the upcoming Erasmus+ Regulation, with increased operational support Currently, organisations like ESN, which offer direct support to participants and help implement Erasmus+ priorities on the ground, face signiﬁcant barriers to sustainable operation

Much like the European University Alliances, organisations such as ESN are required to apply annually for operating grants and project-based Erasmus+ funding. This model poses several challenges: it is administratively burdensome, ﬁnancially uncertain, and limits long-term planning Furthermore, new discussions in the European Parliament around the future of operating grants may put this funding at risk. A dedicated and sustainable funding line would signiﬁcantly improve the ability of these organisations to support the programme and ensure its continued impact.

Regarding the consultations, especially on the European level, civil society organisations with thematic expertise should be integrated into existing consultation spaces rather than isolated into new, separate forums This avoids fragmentation and enhances the efﬁciency and inﬂuence of their contributions. Including these organisations in existing EU-level and national decision-making structures can improve the overall quality and impact of Erasmus+ governance.

Although ESN International highly appreciates the space provided by the European Commission and the European Parliament to share feedback, this participatory approach is often lacking at the national and local levels To ensure that Erasmus+ reﬂects the needs of its beneﬁciaries, a collective governance model must be adopted across all levels.

National and local authorities should establish new stakeholder engagement models that formally include civil organisations in shaping national priorities, monitoring implementation, and deﬁning funding and capacity-building strategies Higher Education Institutions should also place a stronger emphasis on student participation in internationalisation strategy development Regular consultation with students, especially those with Erasmus+ experience, ensures that the mobility offer continues to meet student needs and reﬂects real-life challenges

Looking at the EAIE Barometer: Students’ Needs and Interests, we observe a clear discrepancy between students’ expectations of being supported by former participants and the value that higher education professionals place on alumni engagement. The importance of peer-to-peer support should not be underestimated Hearing directly from former exchange students plays a signiﬁcant role in preparing and guiding future participants. Alumni can act as powerful ambassadors of international mobility, helping to create a more inclusive and responsive higher education environment.(Hoekstra-Selten, Dias, & Rumbley, 2025).

4.6. The Future of the European University Alliances and the European Degree

The European University Alliances and the recently approved European Degree Label will play a crucial role in the next cycle of the Erasmus+ programme, contributing signiﬁcantly to innovation and the further development of the European Higher Education sector. However, as these initiatives are still in relatively early stages, there remain several key areas for improvement over the coming seven years.

As ESN, we strongly advocate for the consolidation, rather than expansion, of the European University Alliances in the next Erasmus+ programme cycle. This approach is necessary to ensure that the Alliances are fully supported and can deliver on the objectives outlined in the European Strategy for Universities. Additionally, we ﬁrmly believe in the importance of progressing from the European Degree Label towards the full implementation of a European Degree.

European University Alliances

Starting with the European University Alliances, internal data gathered from ESN’s membership highlights that one of the main challenges students face is a lack of understanding about the initiative itself. As noted earlier in relation to the visibility of various mobility formats, there is a clear need to improve the communication and outreach around this ﬂagship EU initiative. Better targeted information is essential to ensure students are fully aware of the opportunities the alliances offer

Another recurring issue arises when students serve as representatives on student boards. While their involvement is essential, many report feeling unprepared for the expectations placed upon them, particularly as they are not professionals in the ﬁeld of higher education. To ensure student representatives can contribute meaningfully, they must be properly briefed and supported. Structured onboarding, continuous knowledge transfer, and clear role deﬁnitions are crucial In this regard, ESN supports the inclusion of members from its local sections on student boards, as they often bring valuable prior experience and understanding of higher education systems and student engagement Additionally, to further motivate student

engagement, we strongly recommend that volunteer experiences be formally recognised and converted into ECTS credits. This would ensure that students who dedicate time and effort outside their academic curricula receive meaningful academic recognition for their contributions.

Regarding the participation of students in the alliance structures, progress has certainly been made. According to the European Commission’s 2025 report, 90% of alliances include a student board, and 98% have student involvement in their governance structures, with 63% of those granting full voting rights. While these are welcome developments, the next step is to ensure all student representatives are elected and genuinely involved in shaping the decision-making processes of their alliances.

In relation to the 50% mobility target, if the European Commission intends to uphold this political ambition, a new mechanism of implementation must be designed that does not compromise the full delivery of KA131 or its inclusiveness If Inclusion and Diversity continue to be a horizontal priority, then narrowing mobility destinations based solely on alliance objectives may limit access for many students, particularly those from underrepresented backgrounds. As outlined in ESN’s dedicated position on the Multiannual Financial Framework, adequate funding must be secured to meet the expectations tied to this mobility target

The alliances have also taken important steps to integrate civic and community engagement into study programmes Nearly 75% of alliances have created or are in the process of establishing centres, living labs, or similar structures to support student engagement in their communities (European Commission, 2025) However, as previously mentioned, we are witnessing a decline in students’ interest in civil society participation during and after mobility. We believe the alliances have great potential to counter this trend by working in close cooperation with civil society to revitalise students’ involvement and foster a stronger sense of civic purpose

To achieve this, European University Alliances should adopt a comprehensive dissemination and reporting strategy to effectively showcase their on-campus initiatives and community engagement efforts. These activities not only serve as examples of best practices but also demonstrate the added value of fostering collaboration, inclusion, and intercultural exchange among local, international, and mobile students.

To conclude, and as echoed by many stakeholders, ESN believes that the European Universities Initiative and the alliances are far more than a project; they represent a long-term transformation of the higher education sector Their continuation under the next Multiannual Financial Framework must be supported by a holistic reﬂection on sustainability, accompanied by an appropriate funding pathway, more robust governance structures, and improved monitoring mechanisms.

European Degree

Even though reﬂections on the implementation of the European Degree remain limited at this early stage, it is crucial to already consider the future development of this initiative with a strong emphasis on inclusion and accessibility. As the European Degree evolves, it must mirror Erasmus+ in its commitment to reaching a broader and more diverse range of students with each programme cycle.

Furthermore, as previously stated, ESN strongly advocates for the full implementation of the European Degree, and not only the label This initiative holds signiﬁcant potential to support the application of Bologna tools and to spark important policy discussions at the national level. It can act as a catalyst for necessary legislative reforms that facilitate greater internationalisation and mobility, while removing long-standing barriers, such as inconsistent recognition of learning outcomes, that continue to affect students across Europe.

4.7. International Cooperation

Erasmus+ is no longer limited to mobility within Europe. The programme has increasingly broadened its international scope, offering opportunities to students across the globe This includes opportunities such as Erasmus Mundus Joint Masters, International Credit Mobility, and other exchanges supported under KA131 and KA171 While this global outreach is a step forward, students from non-EU countries continue to face speciﬁc challenges that require attention if Erasmus+ is to truly have a worldwide impact

As highlighted earlier in the section on the Union of Skills, one of the most signiﬁcant barriers for non-EU participants remains visa and residence permit procedures. This remains the single most acknowledged issue by international students coming from outside the EU ESN has consistently advocated for the creation of an Erasmus+ Visa, a dedicated mobility visa that would streamline and facilitate the participation of international students in the programme (ESN & UNIMED, 2024).

In addition to visa barriers, the importance of pre-departure support cannot be overstated, especially for non-EU students coming to Europe and EU citizens going abroad to non-EU countries While cultural exchange is a core value of Erasmus+, we must not overlook the language barriers and the cultural, administrative, and logistical differences these students face Effective and timely pre-departure support is essential to ensure a smooth integration process.

In previous Erasmus+ programme cycles, Higher Education Institutions had greater flexibility to allow students to arrive several weeks prior to the official start of their mobility period, enabling them to settle in, access essential support services, and better prepare for their academic journey. However, this flexibility has been significantly reduced under the current Erasmus+ framework, limiting institutions’ ability to provide early integration opportunities ESN strongly advocates for the reinstatement of early arrival support, as it plays a crucial role in helping international students manage the significant information overload they face upon arrival and in easing their social, academic, and cultural adjustment (ESN, 2021). In cases where in-person early arrival is not feasible, online pre-departure support, such as virtual orientations, peer mentoring, and preparatory language or intercultural training, can provide meaningful alternatives that improve the overall quality of the mobility experience

As a matter of fact, pre-departure preparation also offers a valuable opportunity to address potential stereotypes and preconceptions Our studies indicate that many non-EU students often feel excluded or misunderstood, largely due to cultural assumptions and a lack of intercultural awareness Structured activities that promote community integration and intercultural dialogue are critical in addressing this issue. Our ESN local sections across Europe and beyond have extensive experience in organising such initiatives, and closer collaboration between universities and student organisations can signiﬁcantly enhance this impact.

With the implementation of the Global Gateway Strategy and the possibility of integrating Western Balkans and Eastern Partnership as countries associated with the programme, which we strongly support, we recommend that the EU takes the necessary steps to formally recognise them to make sure that they are aligned with the core principles of the European Union, ensuring their full and equal participation in Erasmus+

A signiﬁcant structural barrier to non-EU mobility and broader international cooperation is the persistent mismatch between available funding and growing global demand According to the Erasmus+ Annual Report 2021, only 8% of all mobility activities involved international exchanges with non-programme countries, despite consistently high levels of interest from both students and institutions (European Commission, 2022). This stark imbalance highlights the urgent need to signiﬁcantly expand funding for international credit mobility in the next programme cycle. Doing so is essential to ensure equitable access to mobility opportunities for students worldwide, particularly from underrepresented regions Strengthening non-EU mobility is not only a matter of fairness but also a strategic investment: such exchanges play a critical role in attracting top global talent to Europe and enhancing the internationalisation of European higher education.

4.8. The Monitoring of the Erasmus+ Programme

To conclude our set of recommendations, it is essential to address the monitoring process of the Erasmus+ programme. While we acknowledge the positive developments introduced in this programming cycle, particularly the development and publication of the Monitoring Guide in 2022, further improvements are still necessary.

Firstly, we must enhance how Erasmus+ outcomes are communicated. All the actors involved in shaping the Erasmus+ programme should move beyond anecdotal storytelling and fully embrace a data-driven approach to measuring the impact of mobility. Personal stories remain powerful and should continue to be collected and shared, but they must be supported by robust, quantitative data that clearly demonstrates the transformative power of mobility on individuals and society. By doing so, Erasmus+ can more effectively communicate its societal and economic impact to external stakeholders, including policymakers and the broader public.

To that end, the next programme cycle should introduce clear KPIs not only at the European level but also within national and local frameworks, aligned with the targets proposed by the new Learning Mobility Framework Simultaneously, more Erasmus+ data should be made publicly accessible. A considerable amount of information is collected through existing tools, yet only a fraction is reﬂected in the Annual Report The Erasmus+ Participant Report, as well as national and local-level data, should be made available to external researchers and civil society organisations. Greater transparency would enable deeper analysis and foster a more accurate understanding of the programme’s tangible effects, particularly in relation to the promotion of shared European values, civic engagement, and employability.

Apart from how data is communicated and shared, there is a need to improve awareness and dissemination of the Erasmus Student Charter. As previously highlighted, many students remain unaware of the respective responsibilities of sending and hosting institutions

According to the XV ESNsurvey, 20.7% of the 14,751 respondents reported they had not been informed about the Erasmus Student Charter (Dias, Buseyne et al , 2024) This document outlines essential rights, responsibilities, and mechanisms that are vital for ensuring quality and accountability in international mobility Higher Education Institutions should work in partnership with student organisations to promote awareness of the Charter, particularly through peer-to-peer support models, which are consistently valued by international students This partnership would also empower student organisations by equipping them with critical knowledge to guide their peers effectively

Speciﬁcally regarding the Erasmus Charter for Higher Education, we emphasise the importance of continuously involving students in the monitoring process, a practice that was introduced in 2022. We believe it is crucial to include a student perspective to better understand, directly from the beneﬁciaries themselves, what aspects of the programme need improvement

Another area of concern lies in the timing and transparency of the programme’s evaluation process The mid-term evaluation of the current Erasmus+ programme should be published before any legislative proposals for the next programme cycle are introduced. This would ensure that policy revisions are grounded in comprehensive evidence

5. Conclusion

The Erasmus+ programme remains one of the European Union’s most impactful initiatives, shaping a generation of students through cross-border learning, intercultural exchange, and the development of skills and competencies. However, to fully realise its potential as the EU’s ﬂagship initiative on education, continued and coordinated efforts are required at all levels, from European institutions and national authorities to Higher Education Institutions themselves

This paper has outlined a series of actionable recommendations that reﬂect the lived experiences of students, one of the main beneﬁciaries of the Erasmus+ Programme, and insights gained from projects, research, and our membership. From ensuring equitable access to mobility and affordable housing, to facilitating sustainable travel and streamlined visa procedures, these proposals aim to make Erasmus+ more inclusive, accessible, and impactful for all students, regardless of background or nationality, ensuring that the programme is not only a reality for a few, but for all.

As the Erasmus Generation, we remain committed to working collaboratively with all stakeholders to ensure that Erasmus+ evolves in line with the needs of today's learners. We call on policymakers to continue enhancing Erasmus+ in the political agenda, ensuring that its importance is recognised and that more and more people understand its impact on a strong European Union

6. References

● Academic Association Cooperation. (2025). The future of Erasmus+ is the future of Europe: Investing in higher education at EU level Brussels, Belgium

● Academic Association Cooperation. (2025). The future of Erasmus+ is the future of Europe: Why further invest in (higher) education at EU level? Brussels, Belgium

● Allinson, K., & Gabriels, W. (2021). Maybe it will be different abroad: Student and staff perspectives on diversity and inclusion in student exchanges (SIEM Research Report). https://siem-project.eu

● Dias, R. (2025). The Erasmus+ programme as an avenue for a competitive and prepared future: Reaction and recommendations of the Erasmus Student Network to the Union of Skills. Erasmus Student Network AISBL.

● Dias, R , Buseyne, S , Haadad, Y, Topi, K , Dear, C , Mistretta, L , Rayón Gonzalez, J , & Gabriels, W. (2024). ESNsurvey – 15th edition: Making quality mobility a reality for all. Erasmus Student Network AISBL

● Diekmann, A., & Karaiskos, G. (2022). Research on the habits of Erasmus students: Consumer, daily life, and travel habits of Erasmus students from the perspective of their environmental attitudes and beliefs (p. 21). Green Erasmus Partnership.

● Erasmus Coalition (2025) Common demands for the upcoming iteration of the Erasmus+ programme. Brussels, Belgium.

● Erasmus Student Network (2022) Final evaluation of the 2014–2020 Erasmus+ programme and mid-term evaluation of the Erasmus+ programme 2021–2027. Brussels, Belgium

● Erasmus Student Network. (2022). Understanding the experience and needs of exchange students in challenging times: ESNsurvey – XIV edition (pp. 36–84). Brussels, Belgium.

● Erasmus Student Network (2023) How to ensure automatic mutual recognition of learning periods abroad for all students? Brussels, Belgium.

● Erasmus Student Network (n d ) Travel green Erasmus Generation https://erasmusgeneration.org/travel-green

● Erasmus Student Network & UNIMED (2024) The future of higher education in the Mediterranean: The student perspective. Brussels, Belgium.

● ESN & ESU. (2023). International student housing: How are exchange students in Europe navigating the housing crisis? Erasmus Student Network.

● European Commission. (2022). Erasmus+ annual report 2021. Publications Ofﬁce of the European Union

● European Commission. (2023). Study on supporting learning mobility: Progress, obstacles and way forward Publications Ofﬁce of the European Union

● European Commission. (2024). Education and Training Monitor 2024: Comparative report. Publications Ofﬁce of the European Union

● European Commission. (2024). Erasmus+ annual report 2023. Publications Ofﬁce of the European Union

● European Commission. (2025). Flash Eurobarometer 556: EU challenges and priorities –Young people’s view. Publications Ofﬁce of the European Union.

● European Commission. (2025). Report on the outcomes and transformational potential of the European Universities Initiative. Publications Ofﬁce of the European Union.

● European University Association (2025) Use and impact of the Erasmus+ programme (2021–27) at higher education institutions. Brussels, Belgium.

● European Youth Forum (2024, December 13) European Commission commits to a Youth Check. https://wwwyouthforum org/news/european-commission-commits-to-a-youth-check

● European Youth Forum. (2025). Principles for a better Erasmus+ in the next Multiannual Financial Framework Brussels, Belgium

● Hoekstra-Selten, J., Dias, R., & Rumbley, L. E. (2025). EAIE Barometer: Internationalisation in Europe (third edition) – Student needs and interests (Spin-off report 5) European

Association for International Education (EAIE) https://www.eaie.org/resource/eaie-barometer-student-needs-interests.html

● Kalinova, A , Dias, R , & Gabriels, W (2023) The student perspective on the Erasmus+ 2021–2027 mid-term evaluation. Erasmus Student Network.

● Lepore, S., Ben Rommane, S., & Dias, R. (2025). From the freedom to move to the freedom to stay: Insights into the student housing crisis in Europe. Erasmus Student Network AISBL.