The first part of this paper is the theoretical part which aims to explain the concept lifelong learning, his importance in the context of the international bodies and organizations such as UNESCO, European Commission and OECD. Furthermore, there are certain definitions of key competences for lifelong learning followed by characteristics of each of eight key competences. There is also a comparison of the Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning and Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning where is noted that the updated document has been adapted to rapid global changes, especially with regard to competences in the field of technology, citizenship, entrepreneurship and digital competences. Except this, it is necessary to point out that the Recommendation of 2018 is putting greater focus on empathy and ethics which are consistently present in the description of each individual key competence. The theoretical part of this thesis is concluded with an overview of the development of European higher education and with the short observation of relevant facts regarding to certain mobility programme. In the second part is presented research methodology followed by the data analysis and interpretation. The aim of the research was to examine, using the semi structured interview, to what extent and in which manner has been developed each of eight key competences in students of the University of Zadar, represented as the data subjects who spent a period studying abroad. Through those results it is obvious that the majority has mostly developed a multilingual, partly mathematical competence, digital, personal, social and learning competences. A lot of key competences have been developed in informal context. In addition, six of the eight participants are convinced that there is no bigger opportunity for employment in the home state, while three of them think that it is easier to employ or to find work placements abroad. All of them, inter alia, emphasize that multilingual competence is the most developed competence during the mobility for which there is no possibility to improve and develop rapid at the home university as it is possible abroad. In conclusion, the research participants maintain that there are a lot of benefits of mobility and they recommend to other students that it is worth to spend a period studying abroad, despite some obstacles and challenges.