We often talk about how useful student mobility can be. However, we usually refer to wonderful programs such as Erasmus, not local opportunities. What about inter-university mobility within one country? Yes, many have not only heard of but also taken free-standing, extracurricular, or open university courses. European Union regulations have also made transferring from one member country's university to another quite smooth, and it should be even easier when moving from one university to another within the same country. However, how many universities actually promote mobility among students? In this article, I will share some of my own experiences and those of my colleagues on how inter-university mobility can greatly enhance a learning curriculum. Let's look at some cases from Latvia, Sweden, and Italy.

I come from Latvia, where the number of youth with higher education is comparatively high. However, lifelong learning is not. The question, 'Why would you need additional education if you already have a job, degree, or enterprise?' is quite common. After graduating from a Latvian university, I immediately applied for online studies in Italy—something I was very fond of. Quite soon, I also discovered education opportunities in Sweden and Finland which, quite surprisingly for me, were also free of charge for all EU students. I applied without any hesitation. Honestly, what surprised me even more was how easy it was. My first experience involved completing some courses in Finland, where I also received a few ECTS (European Credit Transfer and Accumulation System credits). After that, I applied for a full master's program in Sweden, worth 120 ECTS—completely online, no travel needed. All I had to do for admissions was just upload my European higher education diploma to the admissions site, and that was it. My education was recognized in a matter of a month or two, free of charge.

After I had taken my first steps studying in the program, I decided to apply for extracurricular courses—something Swedish universities offer extensively and commonly. In total, I believe I have acquired 100 ECTS from free-standing courses at around 8 different universities—this is how engaging and easily accessible they were. What is unique about Swedish university admissions is that all available courses are located on one central site. You do not have to apply to each course separately, and your recognized qualifications are also saved on the same site—something that makes every admission process very fast and smooth. The system, Ladok, saves all your education records and ECTS—you do not have to request an academic transcript from each university, as they are all already available in the system. A bonus: Swedish universities readily accept final high school examinations as proof of English language proficiency. No extra tests required. Isn't that wonderful?

I must mention that this was not my first experience with free-standing, extracurricular, or open university courses; I had also attended them back in Latvia. However, the application process there was not as smooth and intuitive. First, admissions are handled by each university individually, meaning it's not as centralized—though some universities have collaborated to create a somewhat centralized admissions system. Additionally, your transcripts must be collected from each university separately; they are not stored in a centralized system. Lastly, each university must independently recognize these credits, a requirement not unique to Latvia. What could be changed in this system? Firstly, I really appreciated the centralized admissions site in Sweden. Secondly, I am surprised that open learning is not as promoted in Latvia or Italy as in Sweden. I recall that whenever I attended a course in Sweden, I met people from all kinds of backgrounds. Many, perhaps the majority, were lifelong learners attending the course 'out of pure interest.' Why aren't people in other countries as inclined towards lifelong learning? And why lifelong learning is not promoted or as popular?

One aspect that comes to mind when addressing the situation in Latvia is the high cost of an ECTS credit. I have seen prices ranging from 40 to 150 EUR per credit point (1 ECTS). In contrast, Finland offers them either free of charge or for a maximum of 15 EUR per credit. Sweden charges no fee at all. Latvia’s case is likely not unique. However, it makes me wonder why we require students to pay extra if they already commonly pay tuition fees at their main university. Could this system be changed to allow students to freely move and take courses of their choice at other local universities and online? Should a collaborative university fund be established to promote this mobility and exchange of experiences? Another reason for the lack of interest in extracurricular courses could be the absence of relevant online options. It's no secret that studying online allows individuals to combine it with a full-time job, eliminating the need for commuting and often permitting self-paced study. On the other hand, Italy now offers some impressive specialized master’s degrees worth 60 ECTS, many of which are online and in English—a rarity.

Inter-university mobility might be relatively new in Italy. For a long time, it was impossible to attend two different universities in Italy simultaneously—a restriction that has only recently changed. Previously, being registered full-time at one university would prohibit taking an extracurricular course at another, often referred to as 'double inscription.' Additionally, the paperwork required to attend an extracurricular course in both Latvia and Italy has been quite time and resource-consuming, prompting me to choose Sweden again—where a few clicks and no paperwork mean you are already welcome to start studying in another course.

In the end, I am very thankful for all the opportunities provided by other member state universities. Their courses and programs have enormously enriched my experience and given me the specialization I needed and desired, which I could not find in my home country. Each course has been a unique experience, together creating a rich curriculum that would have been impossible to achieve by studying only in one country or at one university. However, for these courses to be recognized, I must navigate the recognition process in each member state. This involves extra paperwork, fees, and time, even though all the universities I attended are internationally recognized and evaluate their courses in ECTS. From my most recent experience, I can cite my journey for degree recognition in Spain—it has been six months, and I am still waiting for the verdict.

We can only imagine the level of freedom and wealth of experience we could accumulate if the ECTS transfer process were universal across all member states. Imagine completing a course in Sweden, then another in Spain, and another in Germany. Afterward, you return to your home institution and all these ECTS are universally accepted—without the need for burdensome paperwork, recognition processes, or other complex requirements. Also, consider how much time and money could be saved. This streamlined approach would motivate students to be mobile, to engage internationally, and to bring valuable experiences back home.

My experience studying at various universities has been nothing short of amazing, and I wish for other students and lifelong learners to have similar opportunities. Will other countries become more open to welcoming students from other universities? Will they continue to impose extra fees? Additionally, will the ECTS transfer process become universal? I hope for affirmative answers to all these questions in the very near future.