Pedagogical, Socio-Cultural, and Infrastructural Dimensions of International Mobility: SEA Teacher Exchange

Abstract

International student mobility plays a critical role in advancing the internationalization agenda of higher education institutions. However, successful mobility programs require not only academic opportunities but also adequate social support and institutional infrastructure. Employing a mixed-method descriptive research design, data were collected through structured exit interviews and satisfaction surveys from twenty-four (24) international pre-service teachers from Indonesia, Vietnam, and Thailand. Qualitative data were analyzed using thematic analysis, while quantitative data were summarized using descriptive statistics. Findings revealed an exceptionally high overall satisfaction rating (M = 9.70/10), attributed to effective mentorship, meaningful cultural immersion, and strong manifestations of Filipino hospitality. Participants reported significant professional growth in classroom management, English communication, and contextualized teaching practices. Nevertheless, critical challenges emerged regarding dormitory safety, water quality, dietary inclusivity, and administrative communication. The findings suggest that while the program effectively promotes intercultural learning and professional development, institutional improvements in infrastructure and student welfare services remain necessary. The study contributes to the growing literature on international student mobility within Southeast Asia by highlighting the interconnected influence of pedagogical, socio-cultural, and infrastructural factors on participant experiences.