Reflective Study on Intercultural Sensitivity among Thai and Indonesian Pre-Service Teachers' Strategies to Promote Inclusivity in the Classrooms

Abstract

As ethnic diversity in education grows, prospective teachers’ intercultural sensitivity has become an essential ability is critical for accepting and understanding cultural differences, enabling educators to implement inclusive teaching practices that address the varied needs of students from other cultures. This study investigates the level of intercultural sensitivity (IS) among Thai and Indonesian pre-service teachers and explores the types of teaching strategies used in line with the development of intercultural sensitivity (IS). The study included 8 participants: 5 pre-service teachers from Indonesia and 3 pre-service teachers from Thailand. Using qualitative methods, data were collected through questionnaires and interviews. The results found that variations in intercultural sensitivity among pre-service teachers from both countries in understanding, cross-cultural interactions, and self-reflection on cultural differences. These differences influence inclusive teaching strategies in the classroom. This study found a relationship between intercultural sensitivity (IS) and inclusive teaching strategies in the classroom and emphasized the importance of socialization or familiarization with the culture of the foreign country targeted from international internship programs.