Our aim is to answer the question of how universities can improve their policies and practices to increase the internationalization of teacher education.

While internationalisation and international cooperation are considered necessary attributes of high-quality education, teacher training programs pose specific challenges. The internationalisation of teacher education has similar features to internationalisation in higher education in general; however, it also has unique characteristics due to the locality of the teaching profession and the tighter control of nation-states over the curriculum and training methods. The reason is that there is no single way of internationalising teacher education, primarily because education systems are context-specific. Teacher education institutions in different countries organise their teacher training and priorities in relation to the dynamics of local cultures and national context (Koh et al., 2022).

The benefits of internationalisation are not seen in its direct application but in the personal and social development that emerges from the multiple encounters between different cultures and one's own, leading to the development of critical thinking and self-reflective skills (Stier, 2006). According to Knight (2004), internationalisation involves integrating intercultural and global dimensions into the objectives and processes of education. This deliberate incorporation enriches teacher education by enhancing cultural sensitivity, fostering critical thinking, and equipping educators to navigate multicultural classrooms. However, as noted by Larsen (2016), implementing internationalisation strategies requires alignment with national and institutional priorities, particularly in contexts where local governments tightly regulate teacher education.

As European societies grow increasingly multicultural, the ability to work in diverse environments is crucial for future teachers. Increased intercultural competencies also have implications for better collaboration and teamwork skills necessary to provide comprehensive schooling (Bamberger, Yemini, 2022). The successful development of

intercultural competencies of future teachers also has broader implications for their work. Teaching future teachers goes beyond explaining specific issues in languages or natural sciences; it now means providing a comprehensive education for a successful life and career in the 21st century.

Developing intercultural competencies is a key outcome of internationalisation, as evidenced by studies on overseas immersion programs (Buchanan et al., 2017). Such experiences provide future teachers with opportunities to develop cultural awareness and adaptability, which are critical for fostering inclusive educational environments. Similarly, Kissock and Richardson (2010) emphasize the importance of embedding global perspectives into teacher education curricula, enabling educators to effectively engage with diverse worldviews and address global challenges. However, Li and Santoro (2021) highlight the contextual complexities of localizing these global perspectives, noting that cultural and institutional factors can influence how internationalisation efforts are received and implemented. Theodoridis (2015) notes that addressing cultural preconceptions in international classrooms requires nuanced approaches that reconcile differing teaching and learning cultures. Similarly, Schleicher (2020) highlights the need for teacher education programs to better prepare educators for multicultural environments, as many report feeling underprepared for such settings. These findings underscore the importance of evaluating and refining internationalisation strategies to ensure their effectiveness in fostering resilience and societal impact.

This paper presents the research framework to investigate universities' role in the internationalisation of teacher education. Research focuses on: 1. Literature Review: Synthesizing research on internationalisation, interdisciplinarity and Higher Education Institutions (HEI) cooperation in teacher education to identify the best practices and existing gaps. 2. Document Analysis: Examining national and international legal and policy frameworks related to teacher education, focusing on Lithuania, Ireland, and Finland. 3. Comparative Analysis: Analysing teacher education systems in Ireland and Finland to identify effective policies and practices that promote societal engagement and resilience. 4. Stakeholder Engagement: Conducting quantitative surveys with recent graduates and current students to assess the development of intercultural competencies and qualitative interviews with academic staff to explore cooperative practices and challenges. 5. Discourse and Policy Network Analysis: Uncovering prevailing themes and stakeholder dynamics to inform the development of a cooperation model for Lithuanian HEIs.

The study is expected to: · Highlight effective policies and practices in fostering intercultural competencies and societal engagement within teacher education. · Identify gaps in existing policies and practices, particularly in aligning national priorities with global objectives. · Provide insights into the experiences and challenges of educators and students in navigating internationalised and cooperative educational environments. · Develop a model for national and international HEI cooperation in teacher education, tailored to Lithuania’s context but with potential for global adaptation. Universities have a critical role in shaping societal futures through teacher education. By improving policies and practices, related to national and international cooperation in teacher education, universities can position themselves as hubs for interdisciplinary and transdisciplinary engagement, addressing societal challenges collaboratively and equipping educators for diverse, interconnected classrooms. Possible policy Implications suggest that policymakers should: · Support internationalisation initiatives that enhance intercultural competence and collaborative skills. · Incentivize cross-sectoral partnerships to drive social innovation in teacher education. · Align national and institutional policies with global frameworks to foster coherence and collaboration.

Bamberger, A., & Yemini, M. (2022). Fostering multiple organizational identities in teacher education institutions. Journal of International Education Research, 21(4), 317–331. Buchanan, J., Major, J., & Kirby-Smith, J. (2017). Overseas immersion experiences in teacher education: Developing intercultural competence. Teaching and Teacher Education, 62, 76–87. Kissock, C., & Richardson, P. (2010). Global perspectives and teacher education. Teaching Education, 21(1), 75–88. Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5–31. https://doi.org/10.1177/1028315303260832 Larsen, M. A. (2016). Internationalization of higher education: An analysis of teacher education in Denmark. Higher Education, 72(3), 423–440. Li, M., & Santoro, N. (2021). Localizing global perspectives: Cultural factors influencing teacher education. Journal of Education Research, 13(2), 134–150. Schleicher, A. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en Stier, J. (2006). Internationalization, intercultural communication, and cultural otherness in teacher education. Journal of Intercultural Studies, 27(1), 1–17. Theodoridis, A. (2015). Addressing cultural preconceptions in international classrooms. International Journal of Teaching and Learning, 19(3), 54–62.