Résumé de la recherche

Résumé:

Academic mobility programs have become key instruments in promoting the internationalization of higher education (Knight, 2015; de Wit, 2020). Among the most influential are the Erasmus Program, initiated by the European Union, and the Fulbright Program, launched by the United States. Both have contributed to shaping global models of exchange, cooperation, and mutual understanding, yet they operate through different philosophies and frameworks (Altbach & de Wit, 2017). This article offers a comparative literature review of Erasmus and Fulbright, examining their historical development, objectives, and impacts on higher education institutions and participants. It explores how these programs have evolved from simple exchange initiatives to strategic tools of regional integration and academic diplomacy (Teichler, 2012; Paige & Mestenhauser, 1999). The paper further discusses their implications for global and African higher education, highlighting lessons for policy and institutional innovation in contexts seeking to strengthen academic mobility and international partnerships.