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

Donnabel Bongalon Bihasa; Helen Bañez Madrigal; Kenn Ivan Oliveros Fernandez

doi:doi:10.11648/j.ash.20251104.13

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

Donnabel Bongalon Bihasa^*

, Helen Bañez Madrigal

, Kenn Ivan Oliveros Fernandez

Published in Advances in Sciences and Humanities (Volume 11, Issue 4)

Received: 21 August 2025 Accepted: 18 September 2025 Published: 29 December 2025

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Abstract

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.

Published in	Advances in Sciences and Humanities (Volume 11, Issue 4)
DOI	10.11648/j.ash.20251104.13
Page(s)	101-112
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Internationalization, Pre-service, Post-pandemic, Quality Education, Teacher Education

References

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[2]	Beltran, K. (2024). Framework for strategic integration of internationalization in Teacher Education Institutions. SHS Web of Conferences, 182. https://doi.org/10.1051/shsconf/202418204005
[3]	Cochran-Smith, M., Zeichner, K. M., & Pimentel, A. (2020). Power and policy in teacher education. Teachers College Record, 122(1), 1-12.
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[5]	Deardorff, D. K. (Ed.). (2018). The SAGE handbook of intercultural competence. SAGE Publications.
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[7]	Fantini, A. E., & Tirmizi, A. (Eds.). (2006). Exploring and assessing intercultural competence. Intercultural Press.
[8]	Hayden, M., & Thompson, J. (2019). Developing global citizenship in teacher education: A systematic review of the literature. Teaching and Teacher Education, 86, 102891.
[9]	Holliday, E. (2023). Internationalizing the teacher education curriculum toward global competency: academic leaders’ perceptions. Theses and Dissertations--Education Sciences. 121. https://uknowledge.uky.edu/edsc_etds/121
[10]	Huang, F. L., & Roth, W. M. (2019). Cosmopolitan perspectives in teacher education: Global practices, local contexts. Springer.
[11]	Hughes, J. (2019). Global citizenship education and teacher education: A systematic review of the literature. Teaching and Teacher Education, 84, 66-76.
[12]	International Bureau of Education (UNESCO), Transforming the Curriculum Today, to Build the Education of Tomorrow, (UNESCO 2020).
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[16]	Leutwyler, B. Popov, N. & Wolhuter, C. (2017). The Internationalization of Teacher Education: Different Contexts, Similar Challenges. Bulgarian Comparative Education Society,-Annual International Conference of the Bulgarian Comparative Education Society (BCES) (15th) and the International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation" (5th). https://eric.ed.gov/?id=ED574195
[17]	Nazeer-Ikeda, R. (2020). Barriers and risks in the internationalization of teacher education. Internationalization of Teacher Education and the Nation State (1st Ed). https://www.taylorfrancis.com/chapters/mono/10.4324/9780429276507-10
[18]	Robertson, S. L., & Bunnell, T. (Eds.). (2018). Quality education in the global South: Exploring plurilingualism, intercultural pedagogies and educational linguistics. Springer.
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APA Style

Bihasa, D. B., Madrigal, H. B., Fernandez, K. I. O. (2025). The Internationalization of Pre-service Education During the Post Pandemic Period. Advances in Sciences and Humanities, 11(4), 101-112. https://doi.org/10.11648/j.ash.20251104.13

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ACS Style

Bihasa, D. B.; Madrigal, H. B.; Fernandez, K. I. O. The Internationalization of Pre-service Education During the Post Pandemic Period. Adv. Sci. Humanit. 2025, 11(4), 101-112. doi: 10.11648/j.ash.20251104.13

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AMA Style

Bihasa DB, Madrigal HB, Fernandez KIO. The Internationalization of Pre-service Education During the Post Pandemic Period. Adv Sci Humanit. 2025;11(4):101-112. doi: 10.11648/j.ash.20251104.13

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@article{10.11648/j.ash.20251104.13,
  author = {Donnabel Bongalon Bihasa and Helen Bañez Madrigal and Kenn Ivan Oliveros Fernandez},
  title = {The Internationalization of Pre-service Education During the Post Pandemic Period},
  journal = {Advances in Sciences and Humanities},
  volume = {11},
  number = {4},
  pages = {101-112},
  doi = {10.11648/j.ash.20251104.13},
  url = {https://doi.org/10.11648/j.ash.20251104.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20251104.13},
  abstract = {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.},
 year = {2025}
}

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TY  - JOUR
T1  - The Internationalization of Pre-service Education During the Post Pandemic Period
AU  - Donnabel Bongalon Bihasa
AU  - Helen Bañez Madrigal
AU  - Kenn Ivan Oliveros Fernandez
Y1  - 2025/12/29
PY  - 2025
N1  - https://doi.org/10.11648/j.ash.20251104.13
DO  - 10.11648/j.ash.20251104.13
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 101
EP  - 112
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20251104.13
AB  - 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.
VL  - 11
IS  - 4
ER  -

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Author Information

Donnabel Bongalon Bihasa

Department of Education, Teacher Education Council Secretariat, Pasig City, Philippines

Contact Email

http://orcid.org/0000-0002-4223-066X
Helen Bañez Madrigal

Department of Education, Teacher Education Council Secretariat, Antipolo City, Philippines

http://orcid.org/0000-0002-5143-471X
Kenn Ivan Oliveros Fernandez

Department of Education, Teacher Education Council Secretariat, Pasig City, Philippines

http://orcid.org/0009-0006-7428-671X

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Plain Text BibTeX RIS

APA Style

Bihasa, D. B., Madrigal, H. B., Fernandez, K. I. O. (2025). The Internationalization of Pre-service Education During the Post Pandemic Period. Advances in Sciences and Humanities, 11(4), 101-112. https://doi.org/10.11648/j.ash.20251104.13

Copy | Download

ACS Style

Bihasa, D. B.; Madrigal, H. B.; Fernandez, K. I. O. The Internationalization of Pre-service Education During the Post Pandemic Period. Adv. Sci. Humanit. 2025, 11(4), 101-112. doi: 10.11648/j.ash.20251104.13

Copy | Download

AMA Style

Bihasa DB, Madrigal HB, Fernandez KIO. The Internationalization of Pre-service Education During the Post Pandemic Period. Adv Sci Humanit. 2025;11(4):101-112. doi: 10.11648/j.ash.20251104.13

Copy | Download

@article{10.11648/j.ash.20251104.13,
  author = {Donnabel Bongalon Bihasa and Helen Bañez Madrigal and Kenn Ivan Oliveros Fernandez},
  title = {The Internationalization of Pre-service Education During the Post Pandemic Period},
  journal = {Advances in Sciences and Humanities},
  volume = {11},
  number = {4},
  pages = {101-112},
  doi = {10.11648/j.ash.20251104.13},
  url = {https://doi.org/10.11648/j.ash.20251104.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20251104.13},
  abstract = {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.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - The Internationalization of Pre-service Education During the Post Pandemic Period
AU  - Donnabel Bongalon Bihasa
AU  - Helen Bañez Madrigal
AU  - Kenn Ivan Oliveros Fernandez
Y1  - 2025/12/29
PY  - 2025
N1  - https://doi.org/10.11648/j.ash.20251104.13
DO  - 10.11648/j.ash.20251104.13
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 101
EP  - 112
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20251104.13
AB  - 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.
VL  - 11
IS  - 4
ER  -

Copy | Download