Jelena Kovačević is an English teacher at the School of Economics Požega in Croatia. She is interested in language education, international collaboration, and innovative teaching methodologies. She has co-authored and participated in numerous educational projects, research initiatives and international competitions.  Her current professional interests include Erasmus+ programmes, digital learning, reading literacy, and intercultural communication. She enjoys working with students and teachers from diverse cultural backgrounds and promoting lifelong learning. E-mail: jelena.kovacevic7@skole.hr

Vedrana Prkić is a teacher at the Crafts and Industrial School in Županja, Croatia. She is actively involved in eTwinning, environmental education, entrepreneurship, financial literacy, and volunteer work. She has initiated and coordinated numerous national and international projects promoting sustainable development, community engagement, and innovative learning. As a coordinator of the school volunteer club, she encourages students to participate in humanitarian and social initiatives. Her current professional interests include project-based learning, digital education, international cooperation, and youth volunteering. E-mail: vedrana.prkic1@gmail.com

 

The Erasmus+ Programme has become one of the most influential European initiatives supporting education, training, youth, and international cooperation. Recognising the important role teachers play in the successful implementation of Erasmus+ projects, an international research study was conducted to examine teachers’ perceptions, experiences, and attitudes towards the programme.

The study was carried out by a team of educators and researchers with the aim of gaining a deeper understanding of how teachers perceive the impact of Erasmus+ on their professional development, teaching practices, and international cooperation. The research also explored teachers’ motivations for participating in Erasmus+ activities, as well as the challenges they encounter during project implementation.

A total of 512 teachers from various European and non-European countries participated in the study. The participants represented different educational levels and professional backgrounds, providing a diverse and comprehensive overview of teachers’ experiences with the programme. Data were collected through an online questionnaire that included demographic questions and a series of statements measuring attitudes towards Erasmus+.

The findings revealed overwhelmingly positive perceptions of the programme. Teachers reported that Erasmus+ contributes significantly to their professional growth, enhances intercultural competence, improves foreign language skills, and encourages the adoption of innovative teaching methods. Participants also highlighted the value of international partnerships, networking opportunities, and the exchange of good practices among educational institutions.

The research further demonstrated that Erasmus+ has a positive impact not only on teachers but also on students and schools as a whole. Increased student motivation, improved educational quality, and stronger international visibility of schools were identified as some of the programme’s most important benefits.

Overall, the study confirms that Erasmus+ continues to be a powerful driver of educational innovation, professional development, and international collaboration. The results provide valuable insights for educators, policymakers, and institutions seeking to strengthen participation in international educational programmes and promote excellence in teaching and learning.

This document is a research report analyzing perceptions, attitudes, barriers, and benefits related to the Erasmus Programme among educators and institutions.

 

Overview of Erasmus+ Program perceptions and attitudes

The report analyzes teachers' perceptions, experiences, barriers, benefits, and institutional support related to the Erasmus+ program, highlighting its positive impact on education and professional development while identifying challenges to wider participation.

 

Teachers' demographics and participation levels

The study surveyed 512 educators from various countries, predominantly female (88.1%), mostly aged 41-50 (45.9%), with over 50% having more than 20 years of experience, and primarily working in primary schools (43.8%).

• 27.5% of respondents participated in Erasmus+
• 60.2% of participants were mobility participants
• 40% served as project team members
• 30% held project coordinator roles
• Over one-third participated more than five times
• 11.3% had not participated at all

 

Perceptions of Erasmus+ impact on education

Most teachers view Erasmus+ positively, believing it improves teaching quality (49.8%), enhances international cooperation (77.2%), increases teacher motivation (62.3%), and benefits students (72.3%).

• 74% say Erasmus+ develops intercultural skills
• 56.6% believe it contributes to teaching innovation
• Around 70% see a positive impact on students and career development

 

Barriers hindering participation

Key obstacles include administrative demands (36.9%), lack of time (34.2%), insufficient institutional support (33%), and language barriers (29.7%).

• Financial support deemed insufficient by 35.2%
• Student motivation considered a minor barrier (28.1%)
• Many respondents cited complex paperwork and administrative workload as major issues
• Organizational challenges like finding substitutes and managing documentation were frequently mentioned

 

Benefits and professional growth from Erasmus+

Participation enhances teachers' competencies (49.2%), boosts confidence (54.9%), expands professional networks (58.9%), and positively influences career paths (58%).

• 69.7% expressed willingness to participate again
• 71.7% would recommend Erasmus+ to colleagues
• Many teachers reported increased intercultural skills and motivation

 

Institutional support and information access

Less than half feel well-informed about Erasmus+ opportunities (28.1%) and believe their institutions actively encourage participation (46.1%).

• 35% say information is clearly communicated within their schools
• 46.1% report institutional encouragement
• Support for sharing knowledge and integrating project results into daily practice remains limited

 

Sustainability and implementation of Erasmus+ outcomes

Only about 35% agree that knowledge gained is systematically shared with colleagues, and just 23% confirm successful integration into daily teaching.

• 34.6% believe project results are shared systematically
• 25% partially agree with sharing efforts
• 23% strongly agree that project outcomes are integrated into practice

 

Willingness and recommendations for future participation

Majority are eager to participate again (69.7%) and recommend Erasmus+ (71.7%).

• Participants suggest reducing paperwork, increasing financial support, simplifying application procedures, and providing more training and guidance.
• Many emphasize the need for better institutional backing, recognition, and transparent selection processes to broaden participation.
• Additional suggestions include free language courses, simplified rules, and more support for project management and documentation.

 

Overall conclusion

The Erasmus+ program is highly valued for professional and educational development, with strong support for expanding participation through administrative simplification, increased funding, institutional backing, and better information dissemination, despite existing barriers like bureaucracy and organizational challenges.

You can download the original document from the bottom  of this page.

 

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