Introduction. This article analyses the impact of an intercultural learning intervention in a Spanish university post-European Higher Education Area implementation. Objective. Our research’s main objective consisted of measuring the development of intercultural competence in the first cohort of a Translation and Intercultural Communication bachelor’s degree in a Spanish university, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology. A mixed methodology was implemented, in which the Intercultural Development Inventory (IDI) was used as a measuring instrument. Additionally, in-depth personal interviews were conducted to complement the data obtained. Results. The results of this study show that the programming and sequencing of specific courses, together with experiences abroad, contribute to the development of intercultural competence. Conclusions. More intercultural learning interventions are needed in higher education courses to develop and build an intercultural campus and educate global citizens. When applying intercultural learning interventions and intercultural methodologies, students develop their intercultural competence, a key competence for 21st-century graduates.

The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues.

The internationalization of higher education institutions (HEIs) often focuses almost exclusively on the number of students and staff involved in mobility programs. In contrast, internationalization at home (IaH) is a holistic and inclusive approach that focuses on change in different areas and levels of university structure and life. It considers the entire university community as a system and includes those students who never study abroad. This article analyses the elements of IaH programs described in the literature, identifying seven main areas common to them all and proposing a general IaH framework that may be used when implementing an IaH process.

El proyecto europeo CATCH21 analiza la situación de las competencias blandas en la educación terciaria, así como la demanda de las mismas por empresas punteras en cada uno de los países socios del consorcio. El resultado muestra que se siguen teniendo en cuenta solamente las competencias técnicas. Se formó a docentes universitarios en el desarrollo e implementación de las mismas en la docencia universitaria.