Nowadays, the process of globalization has an effect over all parts of the world. Its impact extends to the field of Higher Education, in which there is a growing and evident process of internationalization. In this panorama of the so-called globalization, the links and interrelations between university institutions around the world are favored, thus favoring opportunities for the exchange of student experiences, knowledge and information and research and cooperation between institutions.

Higher Education acquires the concept of international education, since it exceeds the boundaries of each country's borders. Fernández and Andrade (2007) define this new recent concept of international education as “the real or virtual movement of students and teachers, the transfer of knowledge and the displacement of academic programs from one country to another” (Rodarte & Vanderve, 2009 p. 19). In this sense, the internationalization of education is understood as a process in which institutional intentions, objectives and plans are directed towards the achievement of international education

Although physical boundaries have vanished internationally, relevant barriers still prevail that constitute obstacles to student mobility, hindering their full integration: language, cultural elements, poor personal support, nostalgia, discrimination etc. (Amber, 2014; American Council on Education, 2015; Adalid, Carmona, Vidal, & Benlloch, 2018). Eurydice (2016) points out that the main impediments in the mobility of studies are the validation of qualifications and credits and access to knowledge, so it claims the need to restructure the system in such a way that allows participation in the culture of mobility. In the study of Zúñiga (2009), apart from the difficulties in language skills, difficulties have been found in the different teaching-learning styles, between the university of origin and destination, and in the cultural differences, which they can generate what is called "culture shock",

The lack of positive interaction between local and international students constitutes one of the great challenges of internationalization. Likewise, a positive interaction contributes to academic achievement while a lack of interaction can result in isolation emotions (Kormos, Csizér, & Iwaniec, 2014; Rochecouste & Oliver, 2014; Yates & Wahid, 2013; Akanwa, 2015; cited in Marangell, Arkoudis, & Baik 2018). In addition, recent research has shown that Knowing people may help prepare international students properly and hence lower potential anxieties and contribute to higher levels of satisfaction. Interestingly, knowing people from their home country in their new city appears to affect satisfaction with education-related aspects (Huisman,  Vlegels, Daenekindt, Seeber, & Laufer, 2021).

Finally, the pressure teachers normally feel has also been noted. Arkoudis (2010) and Etherington (2014) point out that some professors, although they are specialists in their respective subjects or areas of knowledge, do not know the educational theories widely and, therefore, are not prepared to adapt the teaching and learning processes to the different ways of learning or cultures. At the same time, teachers with curricular load in their subjects may not have enough time to include multicultural activities in their lessons (Vazirani et al., 2018; Marangell, Arkoudis, & Baik 2018).

The main objective of this study is to know the degree of adaptation and integration of incoming students (Erasmus and international) at host universities and in their social community. In particular the objective is to know about the degree of previous preparation that exchange students have done before the travelling, the barriers related to social and academic communication, the difference in educational styles and teaching methodologies between the home and the host institution, and the relationship between the teacher and the incoming student (teachers as elements that facilitate or hinder incoming students’ integration process).

The final sample collected for the present study on “Adaptation and Integration of exchange students” was 51 exchange students out 300. Most of the participants were enrolled in an Erasmus + Program and to a lesser extent of the International Exchange Program who studied in Spanish universities. The online questionnaire designed ad hoc consists of twenty-seven items distributed in four dimensions (socio-demographic data, previous mobility preparation, academic perspective and social perspective). The previous preparation dimension consists of ten questions. Its objective is, on the one hand, to learn about the state of preparation that incoming students have made before starting their exchange stay and, on the other, to learn about the preparation in the first moment of arrival in the host community (eg. If they have taken advantage of the resources and services offered by the host university to locate and orient themselves in the new environment). This is an important aspect, as it can affect how your experience would unfold and it can affect your integration process later on. The academic dimension is composed of five questions and is about measuring the adaptation and integration of these groups in the academic field, such as classes, materials, study, methodologies and the relationship with teachers. The social dimension has as objective to have a global idea about interpersonal relationships and socialization patterns of incoming students. This pattern can give a general indication about the level of integration of the student in the social community.

Results show that regarding international experience, the present study has found that many of the participants, before their stay to Spain, have not previously been in a foreign country, whether for travel, work, study or volunteering, etc. This data contradicts the results found in previous studies in which many mobility students, before starting their stay, have already had an “international exhibition” or previous experience of traveling to another country (King et al., 2004; Rodrigues, 2012) . On the other hand, regarding the arrival phase, it is perceived that the first days of contact with the host university are crucial since it can affect the subsequent integration of exchange students (Pérez & Ammigan, 2016). In this sense, guidance services and activities that facilitate integration in the university environment are important (Eurydice, 2016; Kelo, Rogers, & Rumbley, 2010). The data indicates that the main network of these students is constituted by students from other home countries. Therefore, it is seen that student groups from other countries, being the main network of friends of exchange students, substitute the groups of compatriot students in the main function of providing emotional support and support. On the other hand, the relationships that mobility students maintain with local students can fulfill a more instrumental type of function in which linguistic, academic and professional support is sought (Ward et al., 2005). In general, participants had adequate prior preparation before starting their mobility trip to Spain. Being this preparation a fundamental component of the exchange, it is perceived that this factor can favor its positive integration into the new academic and social environment (Tsokaktsidu, 2010).

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