Abstract:
In response to the evolving demands of globalised labour markets, higher education institutions are integrating international and intercultural perspectives into the curriculum to foster students' professional growth by developing core employability skills. This study explores the development of soft and transferable competences through students' participation in a one-week, project-based international mobility programme. Using a structured reflection framework and qualitative content analysis, the article examines 29 student reflections guided by a set of thematically aligned prompts and reflective questions. The findings indicate that even short-term international collaboration can lead to meaningful development of key professional competences, including intercultural communication, adaptability, teamwork, and digital literacy, as shaped by the designed pedagogical activities. Students also reported increased global awareness, clearer career orientation, and enhanced goal clarity in relation to future professional pathways, alongside the practical application of skills in authentic contexts. The results underscore reflective writing as an effective pedagogical strategy in international learning environments, helping students to recognise and articulate otherwise hidden competences. While the study's small sample size presents limitations, the findings support the integration of short, intensive, and internationally diverse learning formats into higher education curriculum to foster employability-relevant skills.
