Perceptions of Teachers on Virtual Student Mobility: A Qualitative Case Study in Kazakhstan

Abstract

This study aims to explore teachers’ perceptions of virtual student mobility (VSM) as a pedagogical strategy to enhance foreign language learning and intercultural competence among third-year university students in the Faculty of English Language in Kazakhstan. Using qualitative data from in-depth interviews, the study analyzes educators’ views on incorporating VSM into the curriculum and its impact on student engagement, motivation, and cross-cultural understanding. The findings reveal that VSM enables authentic communication with international peers, fostering a global mindset and improving language proficiency without requiring physical mobility. Teachers acknowledged both the advantages and challenges of implementing VSM, highlighting the importance of institutional support and adequate digital infrastructure. This study contributes to research on internationalization at home and provides practical insights for educators and policymakers seeking to strengthen language education through virtual exchange initiatives in Kazakhstan.