1. Understanding Adaptability Understanding adaptability is essential for anyone preparing to embark on an international mobility experience. In this section, we will define adaptability and explore why it is a fundamental skill for thriving in new countries, cultures, and work environments. We will also introduce the psychology of change — how people perceive and respond to transitions — and offer insights for embracing change as an opportunity for personal and professional growth. This foundation will help students develop the mindset and strategies necessary to cope with uncertainty and succeed in diverse international contexts. 1.1 What is Adaptability? Adaptability is the ability to adjust behaviour in changing or uncertain situations. It involves learning, combining experiences and modifying responses to cope with both internal and external changes. It is an essential skill for continuous development and managing uncertainty in the educational and work environment of the 21st century. It is a process of self-regulation that facilitates person-environment adjustment and psychological well-being. For Brassey (2021), it is a ‘meta-skill’, i.e. the ability to learn to learn flexibly and to apply that knowledge in various situations. 1.2. What does adaptability look like in the real world? Professional Sector Situation Adaptability behave Industrial (welding, mechanics, electricity) Imagine that your host company in Poland uses different numerical control machinery than your educational institution. Adaptability here does not mean knowing how to use the machine on the first day, but rather observing carefully, not being afraid to ask about new safety protocols, and adjusting your work method to the pace of the local assembly line without getting frustrated. Healthcare and social care (nursing, dependency care) During your internship at a nursing home in France, you discover that hygiene protocols and patient care follow different cultural norms Resilience will help you manage frustration if a patient does not understand you at first, allowing you to find alternative forms of nonverbal communication and learn the country’s codes of empathy. Administration, commerce and marketing You arrive at an office in Ireland and discover that the management software is in English and that the hierarchy is much more horizontal than you expected An adaptable profile takes advantage of this opportunity to propose ideas in team meetings, overcoming the language barrier, and quickly adjusts to the use of collaborative digital tools that were unfamiliar. Hospitality, culinary arts and tourism In a hotel in Italy, the pressure of service and meal schedules are very different from those in Spain. Adaptability is demonstrated by remaining calm during peak times, accepting constructive criticism from the chef, and learning to work with local products and ingredients that you have never handled before. 1.3 Importance of adaptability in international mobility. International mobility is the perfect situation for cultivating and testing our ability to adapt, as this experience is, by definition, one of constant change and challenge. Here are some of the benefits of developing this ability through mobility experiences: It enables people to learn more quickly and effectively, guiding them towards opportunities that arise, rather than focusing solely on the challenges. A study by Martin, Nejad and Liem (2013) revealed that adaptability predicts “positive academic outcomes” such as class participation and enjoyment of school, beyond sociodemographic and personality factors. Khairani (2023) observed that, in the context of mobility, for international students, this skill facilitates “a complete understanding of the new culture, mastering the language and adapting habits”, which is evident in the recovery and adjustment phases of the cross-cultural adaptation process. It is linked to key psychological skills, from coping ability to personal growth, and is associated with increased learning, better performance, confidence, and creativity. A study by Curran (2018) found that adaptability predicts “superior social skills”, such as the ability to understand and adapt to cultural and situational norms, as well as to manage complex interactions, including conflicts and disagreements. A systematic review of the literature (Lippman et al., 2015) included it among the “top 10 constructs related to successful entrepreneurship” (OECD, 2024). In his findings, Khairani (2023) reported that, in mobility experiences, international students develop “intrapersonal communication” and an “open mindset” towards cultural differences, which improves their cognitive and problem-solving skills and contributes to their “self-development”. It is essential for psychological and physical well-being and is associated with higher levels of social support and overall life satisfaction. The study by Martin, Nejad, and Liem (2013) found that adaptability “significantly predicts self-esteem, life satisfaction, and a sense of meaning and purpose” (OECD, 2024). Khairani (2023) highlighted that for international students, overcoming phases of crisis characterised by dissatisfaction and loneliness through the construction of social relationships is an indicator of its positive impact on overall well-being. By working on their adaptability, students or professionals in mobility can transform their relationship with uncertainty and prepare for a dynamic and change-filled future. Khairani’s (2023) research showed that students who transition from the “crisis phase” to the “adjustment phase” in cross-cultural adaptation manage to “master the new culture and integrate without anxiety”, demonstrating a clear transformation in their relationship with the unknown and difficulties. Similarly, the study by Martin et al. (2012) highlighted that adaptability can be developed in various learning contexts, such as simulations, games, and problem-based learning (OECD, 2024). 1.4 The psychology of change: learning by leaving. International mobility is a transformative process that requires considerable adaptation and has a significant psychological impact. Understanding the psychology of change in this context is essential for facing its challenges and taking advantage of opportunities for personal and professional growth. This experience is considered an “adaptive challenge” that requires personal commitment to adopt new attitudes and behaviours. The psychology of change, defined as the science of human behaviour in relation to transformation, is fundamental to this process. This experience is seen as “learning by leaving”, which benefits students by complementing their professional training and developing new knowledge, skills, and attitudes. Research by De la Torre et al. (2023) points out that measuring the impact of mobility on a student’s professional development remains a challenge. The international mobility experience often follows an emotional journey with 3 phases: 1. Initial Enthusiasm: Motivations include the desire to learn about new cultures, improve language skills, increase self-confidence, and strengthen academic development. 2. Culture Shock: This is a common phase characterised by insecurity in the host city, unfamiliarity with the social organisation, customs, and local schedules. The difficulty in initiating conversations or establishing relationships can lead to loneliness or the formation of cliques, limiting interaction with the local community. This culture shock can cause stress, frustration and demotivation, affecting self-esteem. 3. Adaptation and Growth: Overcoming challenges leads to greater open-mindedness, self-knowledge, autonomy and problem-solving skills. Medium-term stays improve social skills and resilience and reduce stress, and interaction with people from the host country is associated with greater emotional understanding, social skills and resilience. 1.4.1 Psychological challenges of international mobility students These students face frequent psychological challenges. ● Anxiety and uncertainty are common due to an unfamiliar environment with a different language and customs, which requires flexibility and a willingness to change. ● Language difficulties persist despite prior knowledge, especially in everyday situations or in the first classes, although constant practice improves comprehension and expression. ● Bureaucratic challenges, such as personal information or course paperwork, are complex and time-consuming, causing discomfort and stress. ● Lack of financial resources is a major barrier to international mobility. ● Economic instability in the country of origin, insufficient scholarships and unfamiliarity with the host banking system can cause liquidity problems and financial stress. ● The absence of the usual support network can result in nostalgia and social disconnection, forcing students to develop their own resources. This can lead to the formation of endogamous groups if they are unable to establish links with locals. 1.4.2 Practical strategies to embrace psychology of change. ● Accept mobility as an adaptive challenge: this requires personal commitment to adopt new attitudes and behaviours, and to foster intrinsic motivation by valuing the inherent satisfaction of the activity. ● Exposure to new experiences: it drives the development of psychosocial and cross-cutting skills, such as open-mindedness, self-awareness, autonomy and problem-solving skills, which are in high demand in various fields. ● Cultivating intercultural skills: for example communication and language skills, is vital, as stepping outside one’s comfort zone accelerates their acquisition. ● Comprehensive preparation and support: this is essential before, during and after the stay, covering linguistic, cultural, vocational, psychological and practical aspects. This includes encouraging immersion, accountability, supervision/mentoring and debriefing to visualise learning. ● Interaction with local students: host universities should actively promote it through joint activities and mentoring, as contact with hosts has a positive impact on students’ socio-emotional development.
