<![CDATA[International teacher exchange programs are widely promoted as instruments for enhancing global competence and pedagogical flexibility, yet empirical evidence regarding their long-term impact on pre-service participants as they transition into in-service careers remains scarce. Guided by Mezirow’s Transformative Learning Theory, this qualitative phenomenological study investigates the post-exchange professional and socio-cultural trajectories of former Southeast Asia (SEA) Teacher Project participants hosted by Saint Louis University, Philippines. Data were gathered through semi-structured interviews with five in-service teachers (three from Thailand and two from Indonesia) and analyzed using Braun and Clarke’s Reflexive Thematic Analysis via a two-phase (cool and warm) coding process. Three core themes emerged: (1) a Philosophical Paradigm Shift from a teacher-centered "knowledge-giver" to a student-centered "learning facilitator"; (2) a Professional Identity Transformation, characterized by heightened confidence, adaptability, and professional maturity; and (3) Pedagogical Adaptability, evidenced by the sustained integration of contextualized, learner-centered instructional strategies. Collectively, these findings suggest that short-term international teaching experiences spark a self-reinforcing, long-term cycle of reflective professional growth. Although limited by a small single-institution sample ( ) and potential retrospective recall bias, this study highlights the lasting efficacy of mobility initiatives. Ultimately, the results provide practical insights for host institutions and policymakers to enhance structured mentorship, pre-departure orientations, and post-exchange feedback mechanisms.]]>
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