We have just returned from another incredible Erasmus+ training course, filled with meaningful exchanges, creative non-formal learning methods and powerful reflections on inclusion. As always, we came home with new ideas, new connections and plenty of inspiration to bring into our work.

But every time we return from an international European project, one question keeps coming up in our network:

Why isn't Sweden making greater use of EU mobility programs such as Erasmus+?

Sweden has a strong international profile, high levels of English proficiency and a long tradition of investing in education and social development. Yet participation in outgoing European mobility activities appears relatively modest compared with that of several other European countries.

What explains this gap?

We looked into available information from the Swedish Council for Higher Education (UHR – Universitets- och högskolerådet), European Commission reports, and research on European mobility patterns. While there is no single explanation, several structural and cultural factors may help us understand the situation.

1. The gap between incoming and outgoing mobility

Sweden is an attractive destination for international students, professionals and organisations. It has a strong reputation for education, innovation and quality of life, making it a natural partner in international cooperation.

However, being an attractive destination doesn't necessarily mean being equally active in sending people abroad.

Swedish participation in outgoing mobility programmes faces a different set of conditions from those in many Southern and Central European countries.

One possible explanation is that the opportunities available within Sweden are already relatively extensive. Students have access to established financial support systems such as CSN, professionals can enter a well-developed labour market, and English is widely used in education and business.

In countries where international experience can provide a more significant advantage in education or career development, Erasmus+ may be perceived as an important stepping stone. In Sweden, where many opportunities are already available domestically, the immediate incentive to participate may be less obvious.

This raises an interesting question: when people already have access to good opportunities at home, what motivates them to look beyond their national borders?

2. Administrative complexity versus local resources

Another possible barrier is the administrative work involved in European projects.

Erasmus+ offers valuable opportunities for schools, NGOs, educational institutions and smaller organisations. However, applying for funding, finding international partners, preparing project proposals, and managing reporting requirements all demand time, knowledge and resources.

For smaller Swedish organisations, these responsibilities can be particularly challenging.

There is also an interesting financial dimension. Swedish municipalities and institutions often have established local funding structures and budgets for educational and social development activities.

When organisations can finance their initiatives locally, applying for external European funding may not always seem necessary. The additional administrative work can make an EU-funded project appear more complicated than developing an activity within existing structures.

The result? Organisations may miss opportunities to exchange knowledge, develop new approaches and build relationships with European counterparts simply because the perceived effort outweighs the immediate benefits.

3. A culture of self-sufficiency?

There is also a cultural dimension worth exploring.

Sweden has a strong tradition of institutional trust, well-developed public services and structured approaches to education and social development. Many organisations operate within established systems that provide stability, resources and clear responsibilities.

This is undoubtedly a strength.

However, could the same sense of self-sufficiency sometimes make international cooperation seem less essential?

In some European countries, international mobility is seen as a natural part of professional development. Participating in an exchange, training course or international partnership can open doors, expand professional networks and create opportunities that might otherwise be difficult to access.

In Sweden, international mobility can sometimes be perceived as an interesting extra rather than an integral part of professional learning.

Of course, this is not true of every Swedish organisation or individual. There are many active Swedish participants in European cooperation. But it is worth asking whether the perceived need for international experience is as strong here as it is elsewhere in Europe.

Why does this need to change?

Erasmus+ is much more than a travel programme. It is an opportunity to learn from different perspectives, challenge established ways of thinking and develop solutions together.

Through international mobility and cooperation, participants gain more than new professional skills. They develop intercultural understanding, confidence, adaptability and a greater appreciation of diversity.

For organisations, European partnerships offer access to knowledge, methods, and experiences that can enrich their work long after a project has ended.

And perhaps most importantly, these programmes help build more inclusive communities.

At Sweden for Beginners, we believe that cultural exchange and intercultural learning are essential for creating a society in which people with different backgrounds can participate, contribute, and feel that they belong.

Our experience with Erasmus+ has reinforced this belief. Every international project is an opportunity to learn something new, question our assumptions, and discover approaches that we can adapt to our own work in Sweden.

Bringing lessons from European non-formal education into local Swedish contexts is one way of building stronger, more connected communities.

We would love to see more Swedish educators, youth workers, NGOs, and other organisations take that step. Not because international projects are fashionable or because travelling is exciting, but because learning from one another makes our work better.

Being well-equipped at home should not mean having fewer reasons to explore what others can teach us.

Europe has so much to offer, and Sweden has just as much to contribute.

Perhaps the real question isn't why Swedish organisations should participate in European mobility programmes. It's what we might be missing when they don't.

Sources and further reading

If you would like to explore the topic further, these are useful starting points:

• UHR – Universitets- och högskolerådet: Information and reports on Swedish participation in Erasmus+ and European cooperation programmes.
• European Commission: Erasmus+ statistics, country reports and mobility programme information.
• ResearchGate: Is unequal uptake of Erasmus mobility really only due to choices? – research exploring structural differences in participation in European mobility programmes.