World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.274-285
Authors
Jose Emmanuel C. Mandapat, Armando S. Vinoya, Camille Marian G. Sy
ABSTRACT
Teachers who study advanced education internationally create a unique dimension of educator mobility as well as an area of professional development worldwide. This phenomenological, qualitative research study explored the lived experiences of foreign exchange teachers regarding their challenges in overcoming obstacles to completing their advanced education studies via digital technology, the solutions they implemented to address these challenges, and their aspirations when pursuing advanced education studies via digital technology. Data were collected through a series of in depth, qualitative interviews with 10 key teacher participants regarding their experiences with digital technologies. Data analysis resulted in three interconnected domains of challenge for foreign exchange teachers, specifically, technical-functional, pedagogical, and social, institutional. These domains of challenge were reflected in the three related sub-themes identified as “Wired Across Worlds”, “Learning Beyond the Screens”, and “Humans Anchors in Digital Journey”. Teacher participants employed adaptive and interconnected strategies in order to sustain their studies. Teacher participants exhibited resilience and resourcefulness to navigate through digital learning environments. Teacher aspirations were organized into three related dimensions: desire for seamless/sustainable systems, transformative learning experiences beyond compliance and recognition, flexibility, and global belonging. The findings of this research highlight the need for alignment of digital infrastructures, pedagogical methods, institutional policies, and support structures in order to best support transnational learners. Such alignment will support foreign exchange teachers in not only completing their degrees but also attaining substantive professional growth. Recommendations for higher education institutions that follow a holistic/transformative approach include: reinforcing and enhancing the overall function of the digital systems that support transnational learners; developing inclusive and flexible policies; improving instructional design to provide for additional support to transnational learners; and institutionalizing regular, continued professional and academic support for transnational learners.
Keywords: advanced studies, digital affordances, foreign exchange teachers
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