Objective: The objective of this paper is to present the preliminary research findings concerning the expectations towards international study visits undertaken by university students hailing from different higher education institutions around Europe on the canvas of internationalization as a concept. Methodology: The research was carried out on a group of 440 students from 5 European countries. The study covered the population of students of faculties whose graduates are preparing to work in business. The basic research tool was a questionnaire with dominating closed questions and the possibility for respondents to indicate more than one answer. The answers of the respondents were measured using a five-point Likert scale with a variable description of the minimum and maximum point value. When analyzing the data, descriptive statistics were used. The Kruskal Wallis test was used to determine whether there was a significant difference in mean ranks across attribute ratings. Findings: The results highlight significant common features of students’ expectations towards international mobility programs: personal development orientation, interest in contact with employers and professional environment, willingness to try themselves in new challenges by developing creative and communication skills in an international environment. Value Added: This article is an important voice on the impact of mobility programs on the competencies development of future graduates. The final results of the research can be used to improve the mobility and educational programs offered by universities which equip their students with major skills, knowledge and attitudes in the future workplace. Recommendations: The highest-valued components of international study visits do not fully reflect the expectations of employers, and the study of the reasons for these discrepancies, as well as reflection on how to minimize them in the process of academic teaching, remain a significant challenge for the practice of building competencies sought in the labour market.

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The aim of the article is to present recommendations for increasing the matching of vocational education offer with the needs of the labour market in the context of the situation of vocational education in Opole. The text is based on the results of a survey conducted using paper forms (PAPS). The survey involved 10 out of 13 institutions run by the Opole commune, where vocational education for young people is provided, including all technical schools and 3 basic vocational schools of first degree. The survey concerned the offer of the examined institutions and their contribution to meeting the needs of the labour market (number and structure of graduates). The respondents were asked to evaluate their educational resources. The research took into account the aspect of schools' cooperation with the social and economic environment, especially in terms of shaping their educational offer. The results of the survey are the basis for formulating recommendations on strengthening the adjustment function of vocational education in Opole in terms of adapting the educational offer to the needs of the labour market The key recommendations include:

The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.

This study traces how discursive constructions of legitimacy and identification are enacted textually and visually with respect to environment-oriented causes, such as landscape or species restoration. Such conservation projects actually clash with human economic priorities typical of the Anthropocene. Drawing on models of social trust and assuming the discursive nature of legitimacy and identification, we explore how environmental charity organizations represent their conservation efforts, reproduce sustainability discourses and advocate self-regulatory practices. We use a sample of mission statements and donation appeals by six prominent environmental charities from the UK. Through keyness and concordance analysis, we identify textual strategies that position the prospective donor as a “beneficiary” of environment-oriented actions. We also analyze rhetorical strategies and visual resources that align the aims of the organization with the social imaginaries and emotional dispositions of prospective donors.