Could you introduce yourself to our readers and tell us something about your home university?

My name is Xola Bulumko Quvile, and I come from Tsolo, a small town in South Africa. I am a PhD candidate and junior lecturer at Nelson Mandela University, where I contribute to teaching and learning activities and support research supervision.

Nelson Mandela University is home to more than 27,000 students from diverse cultural and international backgrounds. It is located in Gqeberha, with one of its main campuses situated within a nature reserve. The university offers qualifications ranging from Higher Certificates to doctoral degrees and is particularly recognised for its research in maritime studies and the blue economy. Its position in national and international rankings varies according to the methodology used.

What motivated you to undertake an Erasmus+ mobility in Slovakia and specifically at the Catholic University in Ružomberok?

I wanted to broaden my perspective by learning, unlearning and relearning through direct contact with a different culture, identity and heritage. I was interested not only in the Catholic University in Ružomberok itself, but also in the communities surrounding it. For the first time, I wanted to experience living in a society in which I belonged to a visible minority and to learn more about Slovakia’s democratic system and the way different communities coexist.

Most importantly, I wanted to understand the university’s structures, academic programmes and relationship with the local community. As my research focuses on community engagement, I was particularly interested in how the university cooperates with local organisations to support community development.

What expectations did you have before coming to Slovakia, and were they fulfilled during your stay?

Before arriving, I expected a larger and more internationally diverse university community. I soon realised, however, that the Catholic University is situated in a relatively small city and that its size and diversity naturally reflect its local environment.

One of my main expectations was to engage with students. Despite the language barrier, I was able to communicate with them and learn about their field placements, theoretical studies and overall university experience. I also hoped to feel welcome, and the reception exceeded my expectations. I am particularly grateful to my host, Dr Martin Pinkoš, who made my stay comfortable, productive and rich in learning opportunities.

What activities did you participate in during your two-week mobility, and what was its main professional objective?

During my mobility, I participated in two lectures, visited cultural and recreational landmarks, explored the university and met representatives of several partner organisations. These included Smile as a Gift, a Baptist community centre and two residential care facilities for older people.

One of the initiatives that impressed me most was the food bank system, which operates through cooperation among community organisations, businesses such as Tesco and individual citizens. I was equally interested in the social welfare system and the support provided to older people. Their contribution to society is recognised, and considerable attention is given to protecting their dignity and quality of life.

The visits also helped me understand the responsibilities of social workers and the valuable role they play in local communities. This was especially relevant to the main professional objective of my mobility: learning how universities and community organisations can cooperate in addressing social needs.

How did you experience working with Slovak students? Was there anything about their approach to education that surprised you?

I found the students to be open-minded and willing to communicate. We used multilingualism as a means of interaction and mutual learning. The students were able to compare the knowledge and practices applied at Nelson Mandela University with their own educational experience in Slovakia, identifying both similarities and differences.

I was particularly impressed by their ability to reflect critically on their education and identify areas for improvement. Some students felt that their training would be more effective if it included more practical experience. We also discussed the importance of motivation and genuine commitment to social work, especially because this field of study may not always be every student’s first choice.

What differences and similarities did you notice between higher education in South Africa and Slovakia?

The two higher education systems operate in different historical, social and institutional contexts. In Slovakia, public higher education receives substantial state funding, while the identity and traditions of the Catholic University are also shaped by its Christian foundations. This combination was different from the environment of a typical South African public university.

I also reflected on representation in university leadership. In South Africa, the inclusion of women in senior leadership positions has become an important priority, and several universities have been led by women. The university leadership I encountered during my visit appeared to be predominantly male, which encouraged me to think about how the two countries approach representation and institutional leadership.

The systems also differ in access to tuition-free education. In South Africa, financial support and fee-free higher education schemes are primarily targeted at students from low-income households. In Slovakia, full-time study in the Slovak language at public universities is generally tuition-free within the standard length of study.

Both countries support international and multicultural exchanges. However, Slovakia’s participation in European programmes such as Erasmus+ provides extensive opportunities for students and staff to study, teach, train and conduct research in cooperation with institutions across Europe and other parts of the world.

Did the mobility provide you with any new teaching ideas or experiences that you would like to use at your home university?

Absolutely. I was particularly inspired by the food bank programme coordinated by a social worker associated with the Catholic University in Ružomberok. I would also like to learn more about the social innovation hub initiated by the head of the Department of Social Work.

These initiatives are directly connected to my research interest in community engagement and in the ways universities can cooperate with local communities to develop collaborative, empowering and sustainable social programmes. I believe that some of these ideas could be adapted to the context of Nelson Mandela University and its surrounding communities.

How can an international teacher enrich students and the academic environment of a host university?

An international teacher can contribute by co-creating learning materials that introduce students to different experiences and perspectives while remaining relevant to their local context. Teaching should respect the language, culture, beliefs and values of the student community.

International teaching should also encourage active participation and connect theory with practice. If learning relies too heavily on theoretical content, students may become disengaged. Practical examples, comparisons between countries and opportunities for discussion can make the learning process more accessible and meaningful.

During your stay, you also had an opportunity to discover Slovakia and its culture. What impressed or surprised you the most?

I was interested in learning about Slovakia’s modern history, including its experience as part of Czechoslovakia and the former Eastern Bloc. I was impressed by Slovakia’s close connections with neighbouring Central European countries and by how easily people can travel between them. The continuing cultural and economic relationship between Slovakia and the Czech Republic was particularly interesting to me.

I also learnt more about Slovak industry. For example, I became interested in the history of Škoda, a brand that I came to admire during my stay, as well as the importance of the paper industry in Ružomberok and its contribution to local employment and development.

Above all, I enjoyed the natural environment. The landscape brought me a strong sense of serenity and peace, and during our trips I felt deeply connected with nature.

Which moment or encounter from your stay will remain in your memory the most?

One of the most memorable experiences was being welcomed into the home of my Slovak colleague. It gave me an opportunity to learn about family life and traditions in eastern Slovakia, including people’s relationship with the land and the ways in which families support one another.

I was also impressed by the care provided to older people and people with disabilities. Learning about the different forms of public support available to them, including assistance related to mobility and transport, showed me how social policy can help people remain active and included in society.

What possibilities do you see for further cooperation between our universities? Could students also become involved?

I believe that our universities could benefit greatly from sharing teaching materials, research experience and examples of good practice in community engagement and social work. They could cooperate in exploring how universities can become places where different groups meet and where both majority and minority communities feel represented.

This cooperation should place particular emphasis on vulnerable and marginalised communities, including people living in segregated communities in Slovakia and township communities in South Africa. Students could become actively involved through exchanges, collaborative research, fieldwork, online seminars and joint community projects.

Why do you think international mobility is important not only for individual participants but also for universities themselves?

Universities produce knowledge not only for their immediate communities but for the benefit of society as a whole. International mobility allows institutions to learn from one another, strengthens multicultural understanding and raises awareness of the challenges faced by different societies.

Comparing these challenges creates opportunities for shared learning and collaborative problem-solving. Mobility also enables the exchange of knowledge and skills and encourages participants and institutions to reflect critically on their assumptions and perspectives. It helps us recognise that there are many different ways of understanding and responding to the world around us.

Would you recommend an Erasmus+ mobility in Slovakia to your colleagues or students? What message would you give them?

I would certainly recommend it. It is a life-changing opportunity that brings a wealth of knowledge and allows participants to encounter realities different from their own. It can challenge stereotypes, correct misconceptions and deepen one’s understanding of culture, heritage and identity.

My message would be to approach the experience with an open mind, a willingness to learn and the courage to step outside one’s familiar environment. The knowledge gained through personal encounters cannot be fully acquired from books alone.