Teaching in Tomsk Polytechnic University; the experience of an international PhD student

Abstract

This paper reflects on the teaching experience of a foreign PhD student at Tomsk Polytechnic University within the broader context of higher education internationalization. While doctoral training traditionally prioritizes research competence, this study argues that teaching competence is equally central to academic identity and professional formation. Drawing on supervised pedagogical practice with bachelor's and master's students, it identifies challenges related to language, curriculum orientation, and pedagogical adaptation. The experience demonstrates that structured teaching engagement strengthens instructional self-efficacy, intercultural competence, and professional development