PEDAGOGICAL OPPORTUNITIES FOR DEVELOPING ACADEMIC MOBILITY AMONG UNIVERSITY STUDENTS

Abstract

This article examines the pedagogical opportunities and institutional conditions for developing academic mobility among university students. Academic mobility is interpreted not merely as a temporary period of study at another institution but as a structured educational experience that can support professional competence, autonomous learning, critical thinking, intercultural communication and personal development. Based on a conceptual analysis of pedagogical literature, international guidance and the regulatory framework governing student mobility in Uzbekistan, the article identifies the functions of curriculum compatibility, credit recognition, language preparation, academic mentoring and reflective assessment. Particular attention is given to the contribution of mobility to teacher education and to the integration of knowledge gained at host institutions into subsequent study at the home university. A five-stage pedagogical framework and a mobility portfolio are proposed as practical instruments. The discussion is conceptual rather than an evaluation of an implemented mobility programme; therefore, the proposed measures require further empirical testing.