The SEA-Teacher Project, initiated by the SEAMEO Secretariat, has entered its tenth cycle since its inception in 2016. This collaborative initiative connects pre-service student teachers across Southeast Asia, providing opportunities to undergo practicum exchange in partner institutions and countries. With over 1,800 participants—including pre-service student teachers, coordinators, cooperating teachers, buddies, and mentors—from 122 institutions in the most recent cycle, the project has become a flagship initiative for promoting cross-cultural understanding, professional growth, and regional collaboration. It is shaping a generation of future educators through immersive, classroom-based practicums that offer unique professional exposure in real school settings across borders.

While the project rightly celebrates its steady growth and robust regional network, the on-the-ground implementation reveals a set of challenges that are often absent from formal reports and numerical evaluation scores. Student exchange within Southeast Asia presents a complex array of logistical, institutional, and human-centred considerations—challenges that do not reflect flaws in design, but rather the structural and operational realities of executing international mobility projects.

Drawing on feedback from evaluation surveys, panel discussions, and co-creation workshops during the meeting, seven key areas emerged that warrant attention:

Despite long-term planning, many institutions continue to experience difficulty aligning their internal approval processes—particularly when clearance requires multiple levels, such as international offices, academic deans, and ministerial endorsements. These delays sometimes lead to rushed preparation windows or missed opportunities to participate.

The diversity of academic calendars remains a technical barrier to seamless exchange. Misaligned semester schedules can shorten practicum periods, reduce exposure, or make it difficult to match institutions, especially for reciprocal exchanges.

Not all students join the project with the same intentions. While some are eager to teach and immerse themselves in classroom duties, others view the project primarily as a travel or cultural experience. This divergence in motivation can result in misaligned expectations with host schools—particularly where the practicum is meant to be intensive or classroom-facing.

Mentorship is central to student success, yet its quality varies widely. In some cases, mentors are briefed late or are unavailable due to academic workloads. Student teachers may also be placed in schools during exam periods or non-teaching weeks, limiting valuable teaching exposure.

Culture shock and language barriers are common, particularly for students placed in non-tourist areas. While many adapt over time, some experience feelings of isolation, which are seldom reflected in performance reports but significantly impact student well-being and project satisfaction.

Though tuition and accommodation are typically covered, additional costs—such as local transport, teaching attire, school supplies, and visa extensions—can create financial strain. These hidden expenses may discourage students from underprivileged backgrounds and affect the diversity of participation.

From pre-departure briefings to visa processes and communications with partners, institutional preparedness is uneven. Some universities have streamlined processes in place, while others are still adapting. These variations influence the consistency and quality of the overall exchange experience.

These issues should not be viewed as weaknesses, but rather as opportunities for policy alignment, system refinement, and collaborative problem-solving. Effective exchange projects, especially in a region as diverse as Southeast Asia, rely on multi-tiered coordination between ministries, universities, and regional partners. Stronger leadership-level engagement—such as efforts to synchronise academic calendars or support inclusive funding mechanisms—could make a significant difference.

The SEA-Teacher Project continues to evolve as a learning platform. Its iterative design, growing alumni network, and culture of shared reflection have enabled continuous improvement. Yet its deeper value lies in what it reveals about the realities of student exchange in the region—both the potential and the persistent challenges.

To unlock the full promise of student mobility, stakeholders must look beyond surface-level metrics and delve into the systems and support structures that shape these transformative experiences.