The evaluation of exchange programs within the framework of symbolic interactionist theory; the case of outgoing students at Nigde Ömer Halisdemir University

Erasmus Exchange Program is an educational exchange program initiated with the aim of creating a "Common European Identity" within the scope of the European Union Education and Culture Programs. The countries in the European geography published the Bologna Declaration on June 9, 1999 with the aim of creating a harmonious but superior higher education system and a new process called Bologna was initiated. Niğde Ömer Halisdemir University, which was included in this process in 2004, has so far managed to open new horizons for approximately 2000 students. Today, students participate in international programs with the desire to gain a European citizenship identity and explore diverse lives and educational systems, achieving cultural and linguistic development in the process. However, in addition to their linguistic and cultural contributions, these programs also have the overlooked effect of helping individuals acquire new identities. Participation in international programs may require students to make some behavioral changes or adopt new identities in order to gain social acceptance in the process of adapting to new social environments. The effects of language and cultural sharing used during social interaction on individuals and the identity problematic experienced in this process have not been sufficiently examined in the context of Erasmus programs or institutional effects have not been addressed. In this context, addressing this phenomenon from the perspective of social sociology will make significant contributions to the existing literature. The aim of our research is to examine the micro-level communication and social acceptance levels of individuals in the universe of students benefiting from Erasmus programs at Niğde Ömer Halisdemir University from the perspective of Structural Symbolic Interactionism in the context of George Herbert Mead's Symbolic Interaction Theory by making use of Sheldon Stryker's theory of identity problematic. The effects of the micro-level research population in an institution in the process of internationalization that can evolve to the macro level will also be discussed in the study. Keywords: Culture, Identity Problematic, Language, Erasmus Program, Symbolic Interaction