ACROSS BORDERS AND CLASSROOMS: EXPLORING CURRICULUM THROUGH STUDENT MOBILITY

Abstract

This study explores outbound student mobility as a form of curriculum inquiry rather than a mere administrative mechanism of internationalisation. Drawing on a qualitative case study of nine undergraduates from a northern university in Malaysia, placed at three Indonesian universities, data were gathered through semi-structured interviews and reflective journals to capture students’ lived experiences. Thematic analysis revealed three interrelated dimensions of learning: academic and intercultural development, challenges and coping strategies, and perceptions of institutional support. Students described mobility as a transformative curriculum beyond classrooms, where informal peer interactions and community engagement became powerful sites of learning. However, they also encountered structural frictions, including unclear credit transfer processes, administrative fragmentation, and inadequate pre-departure preparation. Coping strategies centred on peer support, self-regulation, and reframing adversity as growth. These findings highlight the hidden curriculum of mobility, encompassing emotional, financial, and bureaucratic negotiations that shape students’ resilience and agency. The study concludes that mobility should be reframed as praxis which is an integrated curriculum experience where administrative systems, peer ecologies, and lived challenges collectively construct learning. It recommends that institutions embed holistic preparation, structured peer mentoring, and multidimensional assessment frameworks to enhance the educational value of mobility programs in Malaysia and the wider region.