Cultural convergence: The Erasmus+ effect on identity dynamics in students from Bosnia and Herzegovina

Abstract

This study examines the transformative impact of Erasmus+ on students from transitional societies, focusing on Bosnia and Herzegovina (BiH), where historical and political legacies shape perceptions of European identity. Addressing a critical gap in the literature, it investigates how students from BiH negotiate European, national, and ethnic identities within the program’s unique sociocultural context. Adopting a mixed-methods approach, the research combines qualitative and quantitative methodologies to provide a comprehensive analysis. The qualitative component includes an extensive literature review to explore theoretical frameworks, historical contexts, and key debates. The quantitative methodology employs a structured questionnaire with 21 items to collect empirical data from 305 BiH students who participated in Erasmus+. This approach captures personal narratives, challenges, and patterns of identity shifts. Findings indicate that Erasmus+ significantly enhances European and national identities by exposing participants to diverse cultures in collaborative learning environments. However, its impact on ethnic identity is more nuanced, reflecting the interplay of global, regional, and local identities in BiH’s culturally diverse setting, suggesting that ethnic identity is developed prior to international experiences. The study underscores Erasmus+ as an effective soft power tool that not only promotes a cohesive and forward-looking Europe but also supports BiH’s EU integration aspirations.