International student teacher mobility in teacher education: A systematic literature review

Abstract

This study presents a systematic literature review (SLR) of international student teacher mobility in teacher education, synthesizing 62 empirical studies published between 2015 and 2025. Using the PRISMA protocol, the review applied explicit inclusion and exclusion criteria to focus on preservice teachers’ experiences in international mobility programs. The findings are organized into four key dimensions: program types, learning dimensions, theoretical frameworks, and challenges. Short-term practicums were the most prevalent model, providing accessible opportunities for cultural exposure but often yielding surface-level outcomes. By contrast, semester-long placements and service-learning or homestay programs offered more sustained engagement, contributing to stronger professional identity formation and deeper intercultural learning. Across these program types, three interconnected learning dimensions consistently emerged: professional development (pedagogical adaptability, reflective practice), intercultural competence (empathy, cultural awareness, communication skills), and personal growth (resilience, confidence, global teacher identity). Theoretical grounding varied across studies, with Transformative Learning, Critical Cosmopolitanism, and Boundary Crossing serving as the most common frameworks, though many studies lacked explicit theory. Major challenges included financial and institutional barriers, risks of ethnocentrism, limited critical reflection, and imbalances of benefit between sending and host institutions. This review identifies significant research gaps, including the dominance of short-term models, limited longitudinal evidence, and underrepresentation of host community perspectives. It concludes that international mobility, when carefully designed and equitably implemented, can foster globally minded educators and contribute meaningfully to teacher education in an interconnected world.