<![CDATA[This study aims to synthesize the implications, challenges, and patterns of professional competence development among pre-service teachers through international teaching practicums. A systematic literature review with narrative synthesis was conducted in accordance with PRISMA 2020. Literature was searched in Scopus, ScienceDirect, and ERIC using the PICOS framework. Eligible studies were empirical articles published in Indonesian or English between 2021 and 2026 that addressed international teaching practice, competence development, challenges, adaptation, or program support. Of 40 records identified, one duplicate was removed, 39 titles and 21 abstracts were screened, and 11 articles underwent full-text assessment and were included. Study quality was assessed using 10 indicators scored from 0 to 2; all articles were rated good, with scores ranging from 18 to 20 and a mean of 19.36. The synthesis revealed development in pedagogical adaptation, intercultural competence, communication, reflection, problem-solving, self-confidence, self-efficacy, autonomy, professional identity, empathy, inclusivity, and educational equity. Major challenges included language and communication barriers, cultural and educational-system differences, instructional practices, and inadequate program preparation and design. Competence developed through authentic experience, adaptation, support, collaboration, reflection, feedback, and experimentation. Outcomes depended on experience quality, mentoring, reciprocity, and teaching opportunities rather than international mobility alone.]]>
