Transformative teacher learning in secondary education : the role of Erasmus+ in shaping future practice

Abstract

This paper explores how Erasmus+ mobility programmes contribute to teacher learning and future educational practice in secondary education. Drawing on mixed-method principles, the study investigates how international mobility experiences support professional development, pedagogical innovation, and intercultural understanding among teachers from Malta and Spain. The paper is based on findings collected through questionnaires and semi-structured interviews involving teachers who participated in Erasmus+ mobilities. Findings demonstrate that participation in Erasmus+ activities encouraged teachers to reflect critically on their classroom practice, strengthen collaboration with international colleagues, and experiment with more inclusive and student-centred teaching approaches. Participants also reported increased motivation, emotional awareness, communication skills, and confidence in responding to diverse classroom needs. However, workload pressures, limited resources, language barriers, and varying levels of institutional support influenced the sustainability of Erasmus+ outcomes within schools. The paper concludes that teacher learning extends beyond technical skill acquisition and includes changes in professional identity, reflective practice, emotional awareness, and intercultural competence. Internationally connected professional development opportunities therefore remain highly relevant in preparing educators for the challenges of contemporary education.