Academics’ perspectives on training courses for professional development in university teaching internationalisation

This article investigates Slovenian academics’ participation in training courses for the internationalisation of university teaching and their perceived impact on teaching practices. Using a mixed-methods approach, data were collected through an online survey and open-ended responses, integrating quantitative and qualitative analyses. Findings reveal that institutional support, senior academic titles, a teaching-oriented focus, and prior experience with international students or international exchanges significantly influence engagement and perceptions. These insights are particularly relevant in non-English-speaking contexts, such as Slovenia, where the international student population is limited. The study underscores the importance of tailored professional development and institutional strategies to embed international and intercultural competencies into curricula. While the quantitative study predates COVID-19, the findings remain relevant given the rise of international online learning. Additional qualitative responses from 2024 provide deeper context, reinforcing the study’s conclusions. Future research should explore changes in training engagement and global trends in academic professional development.