Research objectives (aims) and problem(s): The aim of the research project Comparative Study on Functions of International Programmes in Poland (NCN, Sonata Bis, 2020/38/E/HS6/00048) was to explain the functions of international education programs in Poland. However, during the data analysis, a topic not previously anticipated emerged: students’ interpretations of these programs in the context of their future professional careers in a free-market economy.
Research methods: Using a qualitative approach and a phenomenographic research strategy, we sought to deepen our understanding of students’ conceptualizations of international education programs. This led us to an additional research question: What meanings do students attribute to international education programs in relation to their future professional functioning in a free-market economy?
Process of argumentation: We identified three key conceptualizations:(a) Pole position – an international program as a guaranteed advantage in the race for admission to the world’s top universities.
(b) Freedom laboratory – international schools as spaces where students can safely explore the freedom of learning, which later translates into the ability to capitalize on economic freedom.
(c) Diamond mine – a setting where students, independently or with minimal teacher support, consciously mine vast and unlimited reserves of academic knowledge in order to acquire unique information and skills (often unavailable in national programs) that support success in the competitive free-market environment.
Research findings and their impact on the development of educational sciences: Contrary to numerous previous academic claims, the neoliberal order does not necessarily have a negative impact on education. Students in international education programs do not view the free-market economy as a threat, but rather as an opportunity for global competition—which ultimately leads to financial success and the ability to fulfill personal aspirations.
Conclusions and/or recommendations : Given the continuing globalization of education, it can be assumed that the number of students participating in international education programs will grow. This trend suggests a long-term research trajectory in pedagogy, with the potential to shed new light on the complex nature of educational processes
