Abstract
Global spheres across transborder adapted to internationalizing higher education in aligning with international competencies in learning and teaching. Institutions implement student-exchange programs as step-approach opportunities in clinching global partnerships. The study phenomenologically measures the extent of international education. Internationalization as a theoretical undertaking serves as an implication of the interdisciplinarity of learning methods. With purposive sampling, a focus group semi-structured interview gathered the experiences of six (6) student-teachers from Japan, Indonesia, and Thailand. These are interdependent with the quality of international education. Responses are based on the subjects’ cultural stint under Southeast Asian Teachers Exchange Program Pilot Batch 2. Data were thematically analyzed. Positive themes were observed despite the struggles. Academic freedom, and culture shock, played as some of the instrumentals and challenges, respectively. Student-teachers deem the program and internationalizing education as crucial to furthering quality education. Key findings reveal that while participants faced challenges such as culture shock and language barriers, they also experienced significant academic freedom and personal growth. The student-teachers highlighted the importance of international education in enhancing teaching competencies and fostering global awareness. The study underscores the need for sustainable internationalization efforts to ensure quality education. While internationalization resolves issues in learning, sustainability remains key as education is the backbone of any globalized arena.
