International Education through the Erasmus Programme: A Nurse educator’s Reflection of Teaching in Istanbul University.

Abstract

This reflective article explores the purpose and significance of the Erasmus+ programme and examines the motivtions

 underpinning my participation as a nurse educator.  The paper reflects on personal growth and professional development gain through participation in the programme, , specifically in the role of a reflective teacher within an international university setting.  Reflection is recognised a a structured approach to to analysing experience and learning processes to enhanceprofessional practice and self-awareness, particularly within education and practice-based disciplines such as nursing. 

Several established reflective models are used within academic writing to guide critical reflection; however, this article adopts Gibbs’ Reflective Cycle as the analytical framework. Gibbs’ model was selected due to its comprehensive and structured six stage approach, which enables systematic exploration of experience, emotional responses, critical analysis, and future action planning. Using this framework, the article reflects on key aspects of the Erasmus+ teaching experience, including cross-cultural engagement, pedagogical development, and professional identity formation. 

The reflection highlights the value of international academic exchange in fostering reflective teaching practice, cultural competence, and professional confidence. The paper concludes by identifying key lessons learned and outlining actions to inform future teaching practice, thereby demonstrating the relevance of structured reflection in supporting continuous professional development for nurse educators within international contexts.