This study explores the lived experiences of Filipino tertiary students who participated in international study abroad programs, with a focus on the personal, academic, and cultural transformations they underwent. Utilizing a qualitative descriptive design, the research involved six pre-service teachers from a university in Ilocos Norte, Philippines, who studied in Southeast Asian countries including Thailand, Indonesia, and Vietnam. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings reveal three central themes characterizing the students' experiences: challenging, fulfilling, and culturally immersive. Financial limitations and language barriers emerged as significant obstacles that shaped the students’ initial encounters abroad. Despite these challenges, the participants described their experiences as academically enriching and personally transformative, citing increased pedagogical competence, self-confidence, resilience, and adaptability. Furthermore, the study highlights the formation of meaningful social bonds and intercultural friendships, enhancing the students’ global awareness and professional aspirations. The culturally immersive nature of the programs allowed participants to engage deeply with local traditions and perspectives, fostering shifts in worldview and behavior. These experiences align with Kolb’s Experiential Learning Theory, emphasizing the role of reflective practice and active experimentation in transformative learning. This research contributes valuable insights for higher education institutions, policymakers, and program coordinators aiming to support and enhance the international mobility of Filipino students. It underscores the need for improved financial support, cultural preparation, and language training to maximize the benefits of study abroad programs and promote globally competent graduates.
Divina Grace D. Eugenio (Tue,) studied this question.