The Internationalization of Pre-service Education During the Post Pandemic Period

The global pandemic has significantly impacted education systems worldwide, including pre-service teacher education. As countries begin to recover and transition into the post-pandemic period, the internationalization of pre-service education has emerged as a critical consideration. This study focused the internationalization of pre-service teacher education in the Philippines during the post-pandemic period. A mixed-methods design was employed, combining survey-questionnaires administered to 60 pre-service teachers, 20 teacher educators, and 20 teacher education institution (TEI) administrators, along with in-depth interviews, focus group discussions, and document analysis. Purposive sampling was used, and the survey instrument demonstrated strong reliability (Cronbach’s alpha > 0.80). Findings reveal key barriers to internationalization, including limited institutional support, language constraints, and policy gaps. Conversely, opportunities were identified in curriculum integration of global competencies, faculty development programs, virtual mobility strategies, and the establishment of national frameworks. The study concludes by recommending the strengthening of institutional support, enhancement of faculty development, and promotion of collaborative initiatives to advance the internationalization of pre-service education programs in the Philippines.