Required cookies

This website uses cookies necessary for its operation in order to provide the user with content and certain functionalities (e.g. language selection). You have no control over the use of these cookies.

Website visitor statistics

We collect visitor statistics on the use of the site. The data is not personally identifiable and is only stored in the Matomo visitor analytics tool managed by CSC.

By accepting visitor statistics, you allow Matomo to use various technologies, such as analytics cookies and web beacons, to collect statistics about your use of the site.

Change your cookie choices and read more about visitor statistics and cookies


Virtual mobility can provide opportunities for those who cannot or do not want to participate in physical mobility for some of the reasons identified in the surveys referred to in the Call for Evidence, such as lack of financial means or disability. In these cases, it is important to design the virtual mobility opportunities so that they resemble physical mobility as much as possible by e.g. providing opportunities for genuine interaction and making use of extended reality which, according to the Tech Trends 2023 identified by CSC’s Dutch sister organisation SURF (, can be applied in many promising ways in the field of education.

For some learners, hybrid options combining virtual and physical mobility may be ideal solutions. A longer virtual mobility period could include a short physical mobility period which may be easier to arrange for those who feel insecure about living more permanently in another country on their own, have a family to care for etc. Virtual mobility can also be used as a way to promote physical mobility. Being able to familiarise oneself with a learning institution abroad via virtual means can lower the threshold for participating in a physical mobility period or even studying a degree or a part of a degree (micro credentials) in the same institution later on. The European University Alliances provide an excellent platform for exploring the various opportunities virtual or hybrid mobility presents as well as creating and sharing related best practices.

In addition to providing opportunities for virtual mobility, digital solutions can support mobility in many other ways, such as ensuring smooth cross-border mobility of learner data, study records etc. The most urgent issue related to such solutions at the moment is fragmentation. Various solutions have been or are being developed, such as EMREX, Europass and the European eID, but interoperability between them is lacking. This must be addressed promptly to ensure coherent development of the digital support services of learning mobility.

Another way for digitalisation to support mobility is to make more use of data and AI for learners to be able to find learning opportunities tailored to their specific needs. Here too, interoperability between the various existing or upcoming solutions, such as those developed in the frameworks of the European Data Space for Skills and Finland’s Digivisio 2030 (, is key. In addition to finding the most suitable learning opportunities, these systems could also provide suggestions related to the practicalities of mobility, such as travel and housing.

Finally, CSC would like to commend the Commission on the use of the term ‘learning mobility’ that emphasises the wide nature of mobility that extends beyond traditional student mobility in line with the Council Conclusions of 26 February 2021 on the European Education Area emphasising learners’ opportunities to pursue their studies in different stages of life. In that vein, we would like to see particular emphasis being placed on the mobility of adult learners in the future, to support continuous learning. This will be key for ensuring that Europeans have up-to-date competences and can thereby use their full potential to lead meaningful lives and contribute to innovation, growth and well-being in Europe.