Framing the mobility of the educated: Brain‐drain discourses among pre‐service teachers in Türkiye

Abstract This study examines how pre‐service teachers in Türkiye make sense of ‘brain drain’. A qualitative descriptive case design analysed 52 written responses to an open‐ended form. Reflexive thematic analysis was read through Fraser's social‐justice lens (redistribution, recognition, representation) and Lee's push–pull model; the code–to–theory crosswalk appears in Appendix Table A1. Findings show that pre‐service teachers frame mobility as a response to economic insecurity and to structural conditions—perceived meritocracy failures, constrained rights/voice and limited professional growth. Three clusters emerged: perceptions (quality‐of‐life comparisons alongside concerns over freedom, recognition and dignity, plus ethical dilemmas—patriotism vs the right to leave); motivations (low purchasing power, career development via language gains and international exposure, together with systemic distrust); and barriers (family/belonging and a guarded belief in reform), with language and finance operating as intervening obstacles that delay rather than erase intentions. Foregrounding justice claims within a classic push–pull frame, the study shows that mobility talk is normatively charged and structurally situated: redistribution, recognition and representation map onto origin stressors (O−), destination attractions (D+) and feasibility constraints (IO), moderated by personal factors (P±). Substantively, intentions form at the intersection of dignity‐seeking and opportunity structures; obstacles shape timing more than direction. Practically, teacher‐education providers and employers can pair material improvements with credible voice and recognition (transparent pathways, participatory councils) and broaden low‐stakes internationalization to turn intent into circulation—short exchanges, virtual/blended mobility, targeted language bursaries, supervised overseas practicum and diaspora mentoring.