An experiential approach to learning and teaching science in a regional educational institution

With increasing globalisation, teachers must navigate diverse cultural contexts and foster inclusive classrooms. This chapter examines an experiential learning programme in Thailand designed to bridge the gap between academic theory and real-world practice, while developing culturally responsive science teachers. The programme highlights the importance of integrating inquiry-based learning, international teaching experience, and practical sessions into teacher education. A cohort of pre-service science teachers participated in a two-week teaching programme at an urban Thai school. Beyond science lessons, they conducted culturally relevant activities, engaged in discussions with students and teachers, and reflected on their practices. Data from questionnaires, interviews, reflection portfolios, and lesson artefacts revealed that the programme enhanced participants’ cultural awareness, teaching adaptability, and understanding of the sociocultural dimensions in science education. The findings suggest that experiential learning fosters critical self-reflection, enabling participants to connect academic knowledge with real-life teaching contexts. Participants also developed skills to address language barriers and adapt lessons to diverse classrooms. These experiences were pivotal in shaping their professional identities as culturally responsive science teachers, emphasising the value of immersive international programmes in teacher education.