Crossing borders, transforming attitudes? a longitudinal study on civic and intercultural dispositions among students in international mobility programs

This contribution presents the results of a longitudinal study conducted on a cohort of upper secondary school students who participated in a study abroad program promoted by Fondazione Intercultura. The research was designed to investigate whether and to what extent an international mobility experience influences students' civic and intercultural development over time. In the first phase of data collection, participants completed a structured questionnaire aimed at exploring a range of attitudinal and experiential dimensions. These included civic values and attitudes, openness toward cultural diversity, and selected aspects of the school experience. The instrument was designed to capture a baseline profile of students prior to – or at the outset of – their mobility experience, providing a reference point against which subsequent changes could be measured. Following this initial phase, the same students were involved in a second round of data collection. This follow-up survey was built using an instrument developed in close coherence with the original questionnaire, ensuring conceptual and methodological continuity between the two measurement points. The response rate for the second wave stood at 33.3% relative to the first, a figure that reflects the inherent challenges of longitudinal panel designs, particularly when dealing with adolescent populations undergoing significant transitions. Despite this attrition, the paired dataset allows for meaningful analysis of individual-level changes across the dimensions under investigation. The analytical focus of the study centers on the relationship between transnational educational experiences and processes of civic and cultural socialization. Specifically, the research examines in what measure exposure to a different national context – with its distinct educational system, social norms, and cultural practices – contributes to shifts in students' openness to diversity, their sense of civic responsibility, and their disposition toward active participation in public life. The longitudinal design is a key methodological strength, as it enables researchers to move beyond crosssectional snapshots and trace trajectories of change attributable, at least in part, to the mobility experience itself. The findings offer a nuanced contribution to the broader debate on citizenship education and international student mobility. They provide empirical grounding for understanding how living and studying abroad can function as a catalyst for the development of intercultural democratic competence – a set of values, attitudes, and skills increasingly recognized as essential for navigating multicultural societies and engaging as responsible global citizens.