Experience of a ‘fake’ Erasmus: studying in Portugal during lockdown
The ‘fake’ Erasmus experience refers to studying in Portugal during the lockdown, which prevented many students from experiencing the full mobility experience. The lack of face-to-face classes meant that students like Cecília Tessiore and Frederica Galvagni faced challenges in learning and socializing. While the former was able to attend some classes in person, the latter was restricted to online learning, feeling isolated and far from her family. Integration was made difficult by the language barrier and the lack of interaction with classmates, considering that many meetings were held only through virtual platforms. https://www.youtube.com/watch?v=e2vY7jkJF64 The pandemic brought with it unexpected challenges, especially for international students who dreamed of experiencing the Erasmus program. This article explores the experience of students who, instead of experiencing a full exchange, faced a ‘fake’ Erasmus, where face-to-face teaching was replaced by online classes and social interaction was severely limited. We will take a closer look at how these circumstances affected the academic and sociocultural life of students in Portugal. The impact of lockdown on student mobility The dream of studying abroad is often fuelled by expectations of immersion in a new culture and socialising with peers from different parts of the world. However, with the start of lockdown, many students found themselves attending classes from the kitchen of the small apartment they share with others. The result was a constant struggle to adapt to a new reality, where human connection was reduced. Goodbye to face-to-face classes When Cecília Tessiore, a Communication Science student at Universidade Nova de Lisboa, arrived in Portugal, she was told that classes would be online. Instead of interacting directly with her professors and classmates, she had to make do with Zoom, which made it difficult for her to adapt to a new language and build meaningful relationships. “My idea was to go to university and get to know my classmates,” she said. With a colorful and organized calendar, she tried to manage her tasks, but she missed the university experience. Feelings of loneliness and doubtFrederica Galvagni faced similar challenges. The Communication Science student felt alone, at the mercy of distance learning, without the possibility of forming bonds with other students. She lamented: “It’s important to get to know the students and I don’t know anyone, they can’t help me.” The feeling of being isolated in a strange country made her doubt her decision to come to Portugal. The lack of interaction exceeded her expectations, turning her experience into a ‘fake’ Erasmus. The difficulties of the language barrier Taking classes in an unfamiliar Portuguese language added an extra layer of complexity. For Julia Karlsson, a master’s student, the significant language barrier made it difficult to understand the subjects. Julia invited international and national classmates to her homes in an attempt to build a social circle. “I love meeting people,” she said, but the reality of online classes made it challenging. Support from universities Despite the adversities, many higher education institutions have tried to provide support to their students. The University of Coimbra, for example, implemented an online system that offered frequent meetings and psychosocial support. Emanuela Maltese, a PhD student, praised the university’s organisation, although she mentioned the difficulties of reconciling her PhD and motherhood during the lockdown.
The experience of a ‘fake’ Erasmus has generated deep reflections among students. Although they have often been forced to alter their expectations, the rhetoric that these experiences are opportunities for growth has become a constant in the discourse. Frederica stresses that, despite everything, “remembering with a smile” is a way of accepting the ups and downs of what could have been a vibrant and enriching semester.
The future of academic exchanges
A focus on emotional well-being and ongoing support will be vital for higher education institutions. Creating communities that transcend digital barriers could boost the true Erasmus experience in the future. As the pandemic evolves, universities are expected to be better prepared to integrate international students in a way that makes experiences more authentic and meaningful.
For more information on students’ experiences and reflections, you can check out the following links:
RTP
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,
Bichinho do Saber
,
Uniarea
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,
Erasmus Centro
, among others.
Student Experiences during Lockdown
Aspect ExperienceParticipation in Classes Online classes, difficulty interacting with colleagues and teachers.Social Integration Social isolation, few meetings between students.Academic Support Online support, but limited compared to in-person support.Language Progress
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Difficulties communicating in Portuguese, need for adaptations.
| Cultural Experiences | Few opportunities to explore local culture. |
|---|---|
| The experience of studying in Portugal during lockdown has led to deep reflections on what it means to be an Erasmus student. In this context, many students faced unusual challenges, such as online classes and a lack of social interaction. In this article, we will explore the experiences of some students who, despite the adversities, had the opportunity to bond and learn in a different environment. | The Challenges of Distance Learning |
| Arriving in a new country and finding teaching adapted to a digital platform left many students feeling disoriented. The lack of face-to-face classes resulted in difficulties in integrating into classes and understanding teaching methods. Students such as | Cecília Tessiore |
| from Turin faced the challenge of learning a new language while attending classes in Portuguese, which was a significant barrier for many. Social Interaction Limits the Erasmus Experience | For students like |
| Frederica Galvagni | , the lack of face-to-face interactions increased her homesickness and loneliness. As many of her peers decided to stay home, Frederica felt an emotional void that made it difficult for her to adapt to a strange country. The need to interact and build friendships was severely hampered by the lockdown situation, leading to a radical change in the experience of someone who would have had a semester full of new adventures. |
| How Technology Impacted Learning | Despite the difficulties, technology played a vital role in the continuity of studies. Platforms like Zoom allowed students to stay in touch with teachers and peers, albeit virtually. The experience of studying from home, while not ideal, allowed for some continuity in academic projects and interactions, despite the feeling of isolation. |
Overcoming Barriers and Adapting to the New Reality
Over time, many students have learned to work around the barriers imposed by the lockdown. As exemplified by
Julia Karlsson , adapting to a new environment, even if virtual, has brought new friendships and experiences. Although they were unable to experience the city as they had imagined, the students’ creativity in seeking out socialising and new experiences has helped to transform challenges into learning opportunities.Reflections on the Erasmus Experience
The Erasmus+ programme was supposed to be an open door to explore new horizons, but it has become an experience amalgamated by restrictions. The stories of students like
Emanuela Maltese show that, even in adverse conditions, it is possible to find meaning and value in the experience. The exchange of ideas and cultural exploration were not limited to practical experiences, but manifested themselves in the form of remarkable adaptability during a time of uncertainty. For more reflections on how this “fake” Erasmus has impacted students’ lives, you can accessthis article
and read other inspiring stories that illustrate how Erasmus has always been more than just travel, but rather a true cultural exchange.
Communication challenges
: Language barriers have complicated interaction between students.
Online classes : Predominant remote learning has limited face-to-face contact.Loneliness and isolation
: Common feelings among students who were away from home.
Organization of activities : Need to create strategies to meet other students. Emotional impact
: Increased demand for psychological support at universities. Social integration : Difficulty in creating bonds due to the lack of face-to-face meetings.
- Institutional flexibility: Universities have adapted to support students in difficult times.
- Adaptation difficulties: The challenge of familiarizing themselves with a new culture and educational system.
- Unique experiences: Even in adverse situations, some found ways to make the most of the Erasmus+ experience. Studying in Portugal during the lockdown was a challenging experience for many Erasmus+ students. The reality experienced by these students was marked by the impossibility of social interactions and face-to-face classes, leading many to question the true essence of the Erasmus program. In this article, we will explore the experiences of students who, despite the difficulties, continued to dream and learn on Portuguese soil. Challenges of Online Classes With the beginning of the lockdown, many students were forced to participate in online classes. For Cecília Tessiore, who arrived in Lisbon with the expectation of meeting new classmates, the news that classes would be broadcast virtually was discouraging. The difficulties in quickly understanding the teachers and the language barrier became a constant challenge. “The teacher speaks very quickly and, every time I don’t understand, I have trouble,” she laments. Frederica Galvagni, in turn, faced a similar scenario. Remote classes reduced her social contact and increased her feelings of loneliness: “I’m always on the computer, I can’t see my classmates or talk to them,” she revealed.
- Maintaining Motivation
- In such an adverse scenario, maintaining motivation
- became crucial. Julia Karlsson, who came from Sweden, made a point of exploring her new city and interacting with classmates, even if virtually. “I had to be creative to meet people,” she says, mentioning that she invited classmates to her home, a way of overcoming loneliness.
- In addition, many students like Emanuela Maltese received support from universities, which promoted online meetings and made resources available to aid learning. “The online system worked very well. I received a lot of suggestions and psychological support,” she said.
- Emotional Impact of the ExperienceEmotions also played a significant role in the exchange experience. The distance from home and the lack of social interactions can lead to feelings of anxiety and loneliness. Frederica admitted to thinking that perhaps it had been a mistake to come to Portugal: “Sometimes I feel lonely and I think it would have been better to have stayed in Italy”. On the other hand, despite the negative feelings, many students, like Cecília, noticed personal growth. “It is an experience that allows you to grow”, she said. This shows that, even amidst difficulties, students were able to find value in their experiences. The Future of Erasmus in Times of Pandemic The pandemic brought challenges to exchanges, but the Erasmus experience continues to be a dream for many young people. Universities are adapting their approaches to ensure that students can experience the exchange in the best possible way, even with restrictions. The commitment to maintaining support for students, both educationally and emotionally, becomes essential. In conclusion, the ‘fake’ Erasmus was undoubtedly a complex and multifaceted experience. The students were able to experience the exchange, even in circumstances that were not planned. The enthusiasm for learning and adapting to new environments are aspects that are part of the Erasmus spirit, and, even in times of lockdown, this essence remained alive among these young people. The diversity and resilience demonstrated by the institutions and the students represent the strength of this program beyond the difficulties.
- FAQ about the Experience of a ‘Fake’ Erasmus in Portugal during the LockdownQ: What is a ‘fake’ Erasmus? A: A ‘fake’ Erasmus refers to the experience of students who, despite studying abroad, such as Portugal, do not have the opportunity to experience the full Erasmus program due to restrictions, such as the lockdown.Q: What was the experience of studying in Portugal like during the lockdown?
A: Students faced significant challenges, such as online classes instead of face-to-face classes, which made social interaction and group learning difficult.
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Q: What were the main challenges faced by Erasmus students in Portugal?
A: Many students felt isolated, struggled to adapt to the language and culture, and lamented the lack of interaction with classmates and teachers. Q: Were Erasmus students able to make friends during the lockdown?A: Despite the difficulties, some students found creative ways to socialize, such as inviting classmates over, but interaction was very limited compared to a typical Erasmus semester.
Q: How did universities in Portugal support Erasmus students during the pandemic?
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A: Many universities implemented support systems, including online meetings, psychological assistance, and help campaigns for students in need.
Q: How did students react to the return to in-person teaching? A: A: Most students were excited about the prospect of in-person classes, but many still faced barriers as most classes continued online. Q: What did students learn from this experience?
A: Many reported personal growth, highlighting resilience and the importance of adapting to difficult times despite challenges.
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