Cross-border learning in the context of global educational transformations

- Voronina-Pryhodii, Dasha (orcid.org/0000-0003-0545-1727) (2026) Cross-border learning in the context of global educational transformations Professional Pedagogics, 1 (32). pp. 67-84. ISSN 2707-3092

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Abstract

Relevance: The modern educational paradigm is undergoing a profound transformation driven by globalisation, digitalisation and increasing mobility. Traditional, geographically constrained models of education are being replaced by flexible networked systems. Despite extensive research into digital and distance learning, there remains a lack of a comprehensive theoretical framework that would explain the phenomenon of learning across geographical boundaries in the context of “physical” border crossings, particularly its systemic, social and political dimensions. Objective: This study aims to substantiate the phenomenon of cross-border learning through a comprehensive analysis of European Union education policy and the contemporary international scholarly discourse on learning beyond borders. Methods: The study is based on an interdisciplinary methodological framework that combines theoretical analysis, comparative methods, and the synthesis of international academic literature (2019–2026). It examines EU policy documents (e.g., the European Education Area, Erasmus+, and micro-credential initiatives) and integrates findings from recent scholarly publications indexed in Scopus and Web of Science. Conceptual modeling is applied to develop a structural representation of cross-border learning. Results: The study identifies a fundamental shift from territorially bounded education systems to networked, relational learning environments. The development of the cross-border learning phenomenon is underpinned by: the emergence of spatial independence, institutional flexibility, and the transnational integration of policies as key dimensions of educational globalization; the growing role of digital platforms, micro-credentials, and global educational networks in shaping a “fluid” model of education; the transformation of academic mobility into hybrid and virtual forms; and the creation of European-level mechanisms (EQF, Europass, Erasmus+) that ensure comparability and recognition of learning outcomes across countries. A structural model of cross-border learning is proposed, consisting of five interdependent components: the digital learning environment, international academic mobility, transnational educational programs, micro-credentials and digital badges, global learning networks. Conclusions: The findings of the study demonstrate that cross-border learning represents a systemic transformation of education rather than a mere technological expansion of distance learning. The proposed model contributes to theoretical advancement by conceptualizing education as a networked, post-territorial system with globally recognized learning outcomes. Practically, it provides a foundation for policy development and educational reform, which is particularly relevant for countries facing disruptions, such as Ukraine, by creating conditions for continuity, resilience, and the global integration of national education systems.

Item Type:	Article
Keywords:	cross-border learning, learning beyond borders, integration in education, transnational education, educational mobility
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.7 Computer communication. Computer networks Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	D.A. Voronina-Pryhodii
Date Deposited:	13 Apr 2026 06:59
Last Modified:	13 Apr 2026 06:59
URI:	https://lib.iitta.gov.ua/id/eprint/748887

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