Intercultural dynamics in materials development: An exploration of inspiring experiences of BIPA teachers in Thai schools

Abstract

The expansion of BIPA (Indonesian Language for Foreign Speakers) programs in Thailand necessitates the development of teaching materials that are not only linguistically sound but also culturally responsive and contextually relevant. This study examines the intercultural dynamics in the development of culture-based BIPA teaching materials by six practicum teachers in Thai secondary schools, focusing on how they integrate Indonesian cultural elements, the constraints they encounter, and how reflective experiences shape their material innovation practices. Employing a qualitative case study design, data were collected through semi-structured interviews, focus group discussions, and document analysis of teaching materials, then analyzed thematically using NVivo. The findings reveal three key dynamics. First, cultural integration operates through culture as content and culture as activity structure, enabling a shift from static cultural information toward interactive, comparative, and experiential learning. Second, constraints such as technological limitations, pedagogical-cultural competence gaps, mismatches with student characteristics, and systemic workload function not merely as barriers but as catalysts for pedagogical awareness and creative adaptation. Third, teacher inspiration forms an integrative reflective cycle, from classroom experience to empathic awareness, creativity, and systematic structuring, transforming challenges into sustained pedagogical growth. The study contributes theoretically by repositioning cultural integration as a dynamic pedagogical process rather than static content, and practically by offering empirical insights for strengthening practicum teacher training, institutional support systems, and the development of context-sensitive, digitally supported BIPA materials in intercultural educational settings.