Adapting teaching practices and enhancing intercultural competence: student teachers’ experiences in an international exchange program

Abstract

Purpose This study aims to examine how participation in international exchange programs influences both the teaching practices and intercultural competence of student teachers. Focusing on the experiences of Vietnamese participants in Thailand, the study explores how these educators adapted their teaching methods in response to cross-cultural challenges and developed essential intercultural skills through immersion in a new educational environment. Design/methodology/approach Using a qualitative case study approach, this research highlights the transformative experiences of 13 Vietnamese student teachers who participated in a three-week exchange program in Thailand. Data were gathered using semi-structured interviews and reflective journals to capture rich insights into how the exchange shaped their teaching practices and intercultural competence. Findings The findings indicate that the program significantly impacted participants’ teaching practices, as they adapted their instructional strategies to better meet the needs of diverse students and manage cross-cultural classroom dynamics. In addition, participants demonstrated growth in intercultural competence, developing greater empathy, flexibility and cultural sensitivity. These skills not only improved their teaching but also enabled them to engage more effectively with students from different cultural backgrounds. Originality/value This study contributes to the understanding of how short-term international experiences can lead to both pedagogical transformations and the development of intercultural competence in a global educational context. It underscores the necessity of incorporating structured intercultural training within teacher education programs to better prepare educators for the complexities of teaching in culturally diverse settings.

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