Introduction. The study examines socio-cognitive factors associated with the personal growth of preservice
teachers in the cross-cultural educational contexts of Kazakhstan and China. The research focuses on
metacognitive regulation, emotional intelligence, empathy, and intercultural awareness as dimensions relevant to personal and professional development. Methodology and methods. A comparative mixed-methods design was used with 210 pre-service teachers, including 105 participants from Kazakhstan and 105 from China. Quantitative data were collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics, independent-samples t-tests, Pearson’s correlation, and multiple regression. Qualitative data were obtained through semi-structured interviews with 20 participants and reflective journals and were examined using thematic analysis. Results. Kazakhstani participants demonstrated higher mean scores in metacognitive regulation, whereas Chinese participants demonstrated higher empathy scores. The regression analysis indicated that the examined socio-cognitive variables explained 46% of the variance in personal growth indicators in the Kazakhstani group and 44% in the Chinese group. Intercultural learning experiences were associated with adaptability, self-awareness, and professional identity development in both groups. Scientific novelty. The study develops an integrative conceptual model linking socio-cognitive factors with reflection, empathy, intercultural interaction, and personal growth in cross-cultural teacher education. Practical significance. The findings provide a basis for incorporating reflective learning, intercultural activities, and socio-emotional components into teacher education programs and international collaboration.