[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600062-105":59,"doc-detail-600062-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","current-issues-in-comparative-education-cice-volume-23-issue-1-winter-2021","Current Issues in Comparative Education (CICE) - Volume 23 - Issue 1 - Winter 2021","","Study examines how socioeconomic factors relate to participation in learning-abroad mobility among European youth, comparing student and non-student groups across EU country groupings. Quantitative analysis applies multinomial logistic regression to Flash Eurobarometer 478 data and evaluates patterns within EU15 and NMS (new member states). Results indicate no significant EU15–NMS difference overall, while differences emerge within NMS: students participate more generally; for non-students, age, being female, and rural residence can reduce participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-23-issue-1-winter-2021/600062/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-23-issue-1-winter-2021/600062.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine how socioeconomic factors shape participation in learning-abroad mobility and to compare their contribution between student and non-student youth groups across EU country groupings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which dataset and method are used?",{"text":117,"@type":113},"The study uses Flash Eurobarometer 478 survey cross-sectional data and applies multinomial logistic regression analyses to compare patterns between groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings show about EU15 versus NMS?",{"text":121,"@type":113},"There is no significant difference between EU15 and NMS regarding participation overall, but differences appear within NMS, where students are more likely than non-students to participate in general.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600062,1792427526,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Comparative Education (CICE), Volume 23, Issue 1, Winter 2021  \nGeographies of Participation in Learning Abroad Mobility Among European Youth: A Comparison of Student and Non-Student Groups in the EU Member  \nStates  \nYakup Öz  \nKaramanoğlu Mehmetbey University  \nIn recent decades, learning abroad mobility has become a popular movement and has often been considered among students in higher education. However, in the European Union (EU) context, opportunities to learn abroad are also provided for non-student groups of youth. Accordingly, this study aims to examine the role of certain socioeconomic factors concerning participation in learning abroad mobility and to compare their contribution between students and non-student groups of youth in six country groups in the EU. In so doing, a quantitative method was followed by using the data of Flash Eurobarometer 478. Findings of the multinomial logistic regression analyses show that although there is no significant difference between the EU15 and NMS (new member states) regarding young people’s participation in learning abroad mobility, such difference occurs within the NMS. Students are more likely than nonstudents to participate in general. The age of students, being female and living in rural areas among non-students can also hinder participation.  \nIntroduction  \nThe mobility of young people is often regarded as an essential instrument for European integration, and of sustainable and inclusive growth of the European Union (EU) (European Commission [EC], 2010) . Consequently, cross-border mobility throughout Europe emerges as an important way to increase young people's commitment to EU citizenship (Mazzoni, et al., 2017) .  \nIn this regard, starting by focusing on student mobility, different mechanisms have been established to improve young people’s mobility across Europe with different exchange programs abroad. The ERASMUS Program (European Region Action Scheme for the Mobility of University Students) is a well-known example of these programs among others such as the European Solidarity Corps, European Voluntary Service, or other Youth in Action Projects. Beginning with eleven European countries in 1987, the ERASMUS Program is now implemented in thirty-four program countries including non-EU member countries. In addition, after the implementation of Erasmus+ in 2014, the program also started to cover various activities for youth, such as volunteer activities, apprenticeships and internship programs, professional training and youth worker programs, as well as academic/study-related opportunities, once only provided for students.  \nNumerous researchers focus on participation in learning abroad mobility activities among students in a European context. They research the role of various macro-level, institutional-level, and individual-level factors of participating in international student mobility or study abroad programs. A number of these factors cover EU space, including all member countries, and others focus on single country contexts (Beech, 2015; Dabasi-Halász et al., 2019; Finn and Darmody, 2017; Souto-Otero et al., 2013; Van Mol and Timmerman, 2014) . However, studies examining non-student groups'participation in learning abroad mobility are often scarce. Most of the studies focused on non-student youth mobility take this topic as part of migratory research, not  \n© 2021, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 23(1), 48-60.  \nGeographies of Participation in Learning Abroad Mobility Among European Youth  \nprimarily focused on educational experiences abroad (Cairns, 2018; Hemming et al., 2019; King, 2018; Krzaklewska, 2019; Mazzoni et al., 2017; van Geel and Mazzucato, 2018) .  \nFocusing on the role of certain socio-demographic factors of participating in learning abroad mobility, this study aims to compare how the contribution of these factors change betwee","cbCainu1UohRoYao","https://ap.wps.com/l/cbCainu1UohRoYao","pdf",324833,13,"English","# Introduction\n## Youth mobility and EU integration\n## Erasmus and broader mobility frameworks\n# Prior research and the study gap\n## Student mobility versus non-student groups\n# Study design and methodology\n## Flash Eurobarometer 478 and multinomial logistic regression\n## Geographic groupings within the EU","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine how socioeconomic factors shape participation in learning-abroad mobility and to compare their contribution between student and non-student youth groups across EU country groupings.\"},{\"question\":\"Which dataset and method are used?\",\"answer\":\"The study uses Flash Eurobarometer 478 survey cross-sectional data and applies multinomial logistic regression analyses to compare patterns between groups.\"},{\"question\":\"What do the findings show about EU15 versus NMS?\",\"answer\":\"There is no significant difference between EU15 and NMS regarding participation overall, but differences appear within NMS, where students are more likely than non-students to participate in general.\"}]","Current Issues in Comparative Education (CICE) - Volume 23 - Issue 1 - Winter 2021 | PDF",1792089959,33]