Introduction

Blended Intensive Programmes (BIPs) have become an increasingly visible mobility format within the Erasmus+ programme, combining short-term physical mobility with structured virtual components. As higher education systems evolve and mobility pathways diversify, BIPs are often presented as flexible opportunities for students to engage in international learning without the time commitment required for traditional long-term exchanges. Their shorter duration and blended structure can create new entry points for students across diverse study fields, backgrounds and institutional contexts.

BIPs as Complementary Mobility Opportunities

ESU recognises the potential of BIPs to widen participation in international mobility by offering more flexible opportunities, particularly for students who face structural barriers to long-term mobility due to financial, social, personal or academic constraints. Their structure can benefit students, including those with work obligations, caring responsibilities, disabilities or financial constraints, as well as students in programmes where extended stays abroad are difficult to integrate. When implemented meaningfully, BIPs can serve as an entry point to international learning, however, they mostly attract those who are already interested or have taken part in mobility programmes rather than students who are not yet inclined toward international mobility. This widening of participation is therefore not automatic, but requires targeted institutional measures. Without such measures, BIPs risk becoming primarily an additional mobility opportunity, rather than an entry point to international learning.

At the same time, ESU has identified a number of persistent challenges that limit the accessibility and quality of BIPs. Insufficient and uneven financial support, unclear or non-automatic academic recognition, administrative burdens and scheduling conflicts continue to discourage participation. Short physical stays make accommodation and integration more difficult and coordination gaps between the organising institutions, including unclear responsibilities, inconsistent requirements and fragmented communication, further complicate the process and reduce predictability for students. In many cases, institutions hosting a BIP for the first time face significant difficulties due to the lack of clear guidance, established procedures or adequate support structures, which can hinder both organisation and student experience. In addition, structural constraints such as examination periods, mandatory attendance requirements or internship obligations frequently prevent students from taking part. Furthermore, the meaningful involvement of students in the design, implementation and monitoring of BIPs is often missing, despite being a key factor for ensuring relevance, accessibility and quality. ESU is concerned that without said support structures and accessibility measures, BIPs may fail to reach the students who would benefit the most and may unintentionally reinforce existing inequalities within higher education.

ESU is also concerned about the inconsistency and quality of the virtual component, which is a defining feature of BIPs. Students regularly report low engagement, unstructured online teaching practices and technical barriers that affect their ability to participate effectively, not to mention the significant workload issues when the virtual component overlaps with students’ regular classes. When the virtual component is poorly designed or excessively demanding, it can diminish the overall educational value of the programme and widen disparities between students with differing levels of digital access or institutional support.

ESU is particularly concerned about the financial barriers that limit participation in BIPs. Short-term mobility grants often do not cover the real costs of travel, accommodation (if not provided by the host institution) and living expenses, especially in high-cost destinations and payments are frequently delayed, forcing students to pre-finance essential expenses. These shortcomings disproportionately affect students from low socio-economic backgrounds, working students and students with disabilities. Without adequate, timely and needs-based funding, the inclusive potential of BIPs cannot be realised and participation risks becoming limited to those who can afford the upfront financial burden.

In light of these opportunities and challenges, ESU emphasises that physical, long-term learning mobility must remain the cornerstone of internationalisation in higher education. BIPs can serve as a meaningful complement that broadens access and supports more students in taking part in international experiences, but they must never replace or diminish the role, funding or value of long-term physical mobility.

ESU calls for:

• Adequate and equitable financial support for all BIP participants, ensuring that short-term mobility grants fully cover all arising costs and that payments are delivered in a timely manner to avoid pre-financing burdens on students;
• Clear, automatic and guaranteed academic recognition of ECTS credits and learning outcomes earned through BIPs across all higher education institutions;
• Comprehensive guidance and support structures for institutions including clear procedures, templates, clear institutional responsibilities and quality standards to ensure predictable implementation;
• Better alignment of BIP schedules with institutional academic calendars, including avoiding clashes with exam periods, mandatory attendance requirements, internships and other curriculum obligations that currently prevent many students from participating;
• Higher and more consistent quality of the virtual component, ensuring structured online teaching, meaningful engagement, accessible digital tools, realistic workload expectations and learning outcomes, supported by pedagogical coherence and appropriate staff training;
• More inclusive outreach and visibility efforts with clear, early and widely accessible information on available BIPs, especially targeting students from marginalised, underrepresented or less internationally active groups, supported by early and proactive communication;
• Meaningful student participation with the involvement of local student unions in the design, implementation and monitoring of BIPs, ensuring relevance, accessibility and quality;
• Increased availability of BIPs across diverse fields of study, including vocational, professional, uniformed service and specialised programmes, alongside field-specific adaptations and support structures to ensure that all students, regardless of discipline, have meaningful access to international mobility;
• Proper quality assurance of the short-term mobility programmes, including, but not limited to, collecting student feedback at the end of each programme;
• Transparent, fair and student-centred selection criteria and processes for BIPs, ensuring equal access when places are limited.