THE IMPACT OF INTERNATIONAL ACADEMIC MOBILITY EXPERIENCE ON THE TRANSFER OF PROFESSIONAL COMPETENCIES AMONG PRE-SERVICE TEACHERS

Abstract. International academic mobility expands pre-service teachers’ exposure to alternative curricula, learning environments and professional cultures. Nevertheless, participation abroad does not automatically ensure that newly acquired competencies are applied in the home education system. This article investigates the pedagogical mechanisms through which mobility experience can be transformed into transferable professional practice. An integrative conceptual review draws on peer-reviewed meta-analyses, studies of teacher development and learning transfer, European mobility guidance and established competence frameworks. The synthesis identifies five interconnected domains of transfer: pedagogical-methodological, intercultural-communicative, digital-collaborative, research-analytical and reflective-adaptive competencies. A five-stage mobility-to-practice pathway is proposed, linking preparation, situated engagement, critical reflection, contextual adaptation and verified enactment.