Policy Enhancement of the Philippine Normal University International Internship Program: Assessing Student Interns’ Experiences and Program Effectiveness in Selected Southeast Asian Partner Universities

Abstract

This study aimed to develop evidence-based policy enhancement recommendations for the Philippine Normal University (PNU) International Internship Program by examining student interns’ lived experiences and evaluating program effectiveness in selected Southeast Asian partner universities. Anchored on Kolb’s Experiential Learning Theory and Deardorff’s Intercultural Competence Model, the study utilized a mixed-methods approach involving survey data and thematic analysis of qualitative responses. Findings revealed that student interns reported highly positive academic, professional, and intercultural experiences, highlighting the program’s strong contribution to developing globally competent and adaptable future educators. Institutional support mechanisms, particularly in communication and monitoring, were found to be generally effective. However, key areas for improvement emerged, including the need for clearer pre-departure preparation, standardized financial support, stronger coordination with host institutions, structured mentoring systems, and clearer policies on credit transfer and role alignment. Guided by the Input–Process–Output–Outcome (IPOO) framework, the study proposes targeted policy recommendations to enhance program implementation, accessibility, and sustainability. Overall, the findings underscore the value of international internship programs in teacher education while emphasizing the importance of continuous policy refinement to strengthen global engagement initiatives.