The aim is to determine how academic mobility improves foreign language teaching methods. Methods used: questionnaires, interviews, observations, and analysis of educational materials. The results showed the positive impact of academic mobility on improving the quality of teaching, adapting programmes and introducing innovative approaches. The study involved 50 foreign language teachers from higher education institutions, of whom 25 had experience of academic mobility and 25 had not. Data were collected using a questionnaire (quantitative analysis) and individual interviews (qualitative analysis). It was found that 78% of teachers with mobility experience regularly implement interactive teaching methods, while among those who did not participate in mobility, this figure is 52%. The interviews confirmed that academic mobility contributes to adapting new teaching methods. The conclusions drawn indicate the importance of academic mobility as a factor in the modernisation of foreign language teaching methods. The scientific novelty lies in identifying specific changes in teaching methods under the influence of academic mobility. The results emphasize the importance of academic mobility as a factor contributing to the modernization of foreign language teaching methods. In the current conditions of globalization of education, teachers must be ready to implement innovative approaches, adapt programs and use the best international practices.
Ridel et al. (Fri,) studied this question.
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