<![CDATA[Universities in many developing countries face increasing pressure to improve graduate employability, global competence, and practical readiness for the workplace. Internship and exchange programmes have become important strategies for achieving these goals. This study investigates how teachertraining students at Sebelas Maret University in Indonesia perceive the educational, professional, and intercultural value of internships and exchange programmes, to generate insights that can inform improvements in Nigerian higher education. A quantitative descriptive survey design was adopted, and data were collected from 16 undergraduate students through a structured online questionnaire. The small sample size is justified by the exploratory and pilot nature of the study, which aimed to generate preliminary, context-specific insights rather than statistically generalisable findings. Descriptive statistics, including frequencies, percentages, and mean scores, were used to analyse students’ perceptions across 19 Likert-type items. The findings show that students hold very positive views regarding the ability of these programmes to bridge theory and practice, enhance communication and teamwork, develop intercultural competence, and improve employability. Although students reported challenges related to financial constraints, supervision, cultural adjustment, and administrative procedures, overall experiences remained strongly positive. The study concludes that well-structured experiential learning and mobility initiatives can produce substantial educational and professional benefits when supported by adequate funding, effective mentorship, and strong institutional coordination. The research provides practical guidance for policymakers aiming to improve the quality of internships and exchange programmes in Nigeria by illustrating how a successful Global South model can be adapted to enhance teacher education, foster global readiness, and advance national graduate employability goals.]]>
