Post-Exchange Growth of ASEAN Educators: A Case at Saint Louis University

Stephenie O. Busbus 1 Philippines , Kyle Zaika V. Dayami 1 Philippines , Chamverlaine Shine M. Domansi 1 Philippines , Ryeven Brix P. Espique 1 Philippines , Reynart H. Fajardo 1 Philippines , Crystal Joy L. Falancy 1 Philippines , Jhaymee G. Gasmeña 1 Philippines , Khloe Peach R. Halagao 1 Philippines , Jerielle Andrew O. Ignacio 1 Philippines , Mariel Cate L. Laigo 1 Philippines , Mary Rose D. Lantano 1 Philippines
1 School of Teacher Education and Liberal Arts, Saint Louis University, Baguio City, Philippines
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Published 2026-09-01
Vol. 6 No. 1 (2026) PAGES 38-52
DOI 10.51574/ijrer.v6i1.5189
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International teacher exchange programs are widely promoted as instruments for enhancing global competence and pedagogical flexibility, yet empirical evidence regarding their long-term impact on pre-service participants as they transition into in-service careers remains scarce. Guided by Mezirow’s Transformative Learning Theory, this qualitative phenomenological study investigates the post-exchange professional and socio-cultural trajectories of former Southeast Asia (SEA) Teacher Project participants hosted by Saint Louis University, Philippines. Data were gathered through semi-structured interviews with five in-service teachers (three from Thailand and two from Indonesia) and analyzed using Braun and Clarke’s Reflexive Thematic Analysis via a two-phase (cool and warm) coding process. Three core themes emerged: (1) a Philosophical Paradigm Shift from a teacher-centered "knowledge-giver" to a student-centered "learning facilitator"; (2) a Professional Identity Transformation, characterized by heightened confidence, adaptability, and professional maturity; and (3) Pedagogical Adaptability, evidenced by the sustained integration of contextualized, learner-centered instructional strategies. Collectively, these findings suggest that short-term international teaching experiences spark a self-reinforcing, long-term cycle of reflective professional growth. Although limited by a small single-institution sample ( ) and potential retrospective recall bias, this study highlights the lasting efficacy of mobility initiatives. Ultimately, the results provide practical insights for host institutions and policymakers to enhance structured mentorship, pre-departure orientations, and post-exchange feedback mechanisms.

Busbus, S. O., Dayami, K. Z. V., Domansi, C. S. M., Espique, R. B. P., Fajardo, R. H., Falancy, C. J. L., … Lantano, M. R. D. (2026). Post-Exchange Growth of ASEAN Educators: A Case at Saint Louis University . ETDC: Indonesian Journal of Research and Educational Review , 6(1), 38–52. https://doi.org/10.51574/ijrer.v6i1.5189
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Copyright (c) 2026 Stephenie O. Busbus, Kyle Zaika V. Dayami, Chamverlaine Shine M. Domansi, Ryeven Brix P. Espique, Reynart H. Fajardo, Crystal Joy L. Falancy, Jhaymee G. Gasmeña, Khloe Peach R. Halagao, Jerielle Andrew O. Ignacio, Mariel Cate L. Laigo, Mary Rose D. Lantano

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Keywords
International Teacher Pedagogical Competency Professional Identity SEA Teacher Project Transformative Learning Theory