The internal migration of young people living in areas with low population density with the aim of continuing their studies, especially in higher education, is part of the phenomenon known as the "mobility imperative" (Farrugia, 2016). These movements tend to take place towards coastal urban areas and contribute to depopulation, especially of younger people, in regions that are already demographically weakened and have fewer opportunities, which has a cumulative effect on the underdevelopment of these regions - a problem that poses major challenges for European policies to promote territorial balance and inclusiveness (European Commission, 2024). This demographic exodus often leads to a "brain drain" effect, leaving rural communities with fewer opportunities for socio-economic regeneration and innovation. However, in other countries (Rérat, 2014; Corbett & Forsey, 2017) and more recently in Portugal, there is a mobility of young adults who decide to return to these rural areas after completing higher education (Silva, 2022). The phenomenon of return migration needs to be understood in the broader context of European research traditions and policy frameworks. Place-conscious and place-based education (e.g. Gruenewald, 2003; Pretty et al., 2003), for example, emphasises the importance of anchoring educational experiences in the local in order to foster a sense of belonging and responsibility towards one's community. Such approaches are also in line with EU strategies such as the Cohesion Policy and the Rural Vision for Europe 2040, which emphasise the strengthening of rural areas as spaces of innovation and resilience. This study aims to answer two questions: (1) What motivates young graduates to return to rural areas with low population density; (2) How do they perceive their contribution to the development of their regions? This research draws on the theoretical framework of emotional geographies (Hörschelmann, 2013) and sense of belonging, because of their impact on educational trajectories and transitions, but also on contributions from perspectives to better explain return migration and the importance of recognising new indicators and meanings related to regional value, growth and cohesion (Silva et al., 2021).

This poster is based on a mixed-methods study conducted in low population density regions of mainland Portugal and the archipelagos. It includes qualitative and quantitative approaches to analyse the biographies and experiences of young adults and their motivations for returning to their home regions after higher education. In this poster, we would like to focus on how graduates perceive the impact of their return on their communities and understand the motivations for their return. To answer these questions, we mobilise quantitative and qualitative data from a convergent mixed methods study (Creswell, 1999). The quantitative data come from a questionnaire (n = 87) distributed to graduates who had returned to low population density regions after completing their studies. The participants were young adults and adults aged between 19 and 45 years. Participants were recruited in a snowball system, taking care to cover the regions of mainland Portugal and the islands. In addition to the qualitative data from the above-mentioned questionnaire, we also used data from biographical interviews (N=25) with graduates who had returned to their home regions. When analysing the data, the quantitative data was evaluated using descriptive statistics, in which frequencies, averages and standard deviations were measured. The qualitative data was analysed and categorised using thematic content analysis. The data from the following categories are used for this poster: Graduates’ motivations for returning; Returnees’ impact on the local community.

The findings point to explanatory factors for return that are linked to a sense of belonging, with a particular focus on a sense of belonging to a place and family and emotional ties, which may play a key role in young people's return after higher education. This has already been noted by Svendsen (2018), who identified the importance of family and emotional ties in the decision to return after higher education. Returning is also associated with new values and new social models linked to new transition opportunities and the reconfiguration of biographical paths. The quality of life in rural areas, which is also linked to the availability and proximity of public services, is another reason for returning. This is also in line with the findings of Stockdale (2006), who noted that the search for a balanced lifestyle is often a reason for returning to rural areas, although infrastructure is often limited. These new values are related to the interests of young people who return to contribute to the development of their regions. The results point to four typologies: economic development through their academic expertise and the initiatives they organise; general development of the regions through their professional activity; contribution through involvement and participation in the community; and contribution as consumers and family formation.

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