Experiencing Global Perspectives: An Exploration Of Science Education In An International Baccalaureate School In Thailand

Abstract

This study employed a qualitative descriptive approach to examine how science teachers' dispositions, resources, and institutional contexts shape their pedagogical practices in an International Baccalaureate (IB) school in Thailand. Conducted during the 2026 academic year at Udon Thani International School (UDIS), the study involved seven foreign science teachers who voluntarily participated in semi-structured interviews at their preferred schedules. Anchored on Bourdieu's Theory of Practice, the study explored how habitus, capital, and field interact to influence teachers' instructional decisions and professional experiences. The findings revealed that teachers continuously negotiated their cultural backgrounds, professional experiences, available resources, and institutional expectations while implementing inquiry-based science instruction. Teachers described drawing on their diverse international experiences and professional networks to adapt their pedagogical approaches, leveraging cultural, social, and linguistic capital to address the unique characteristics of their students. They also faced systemic and cultural challenges, including balancing safety regulations with experimental learning and addressing students' cultural attitudes toward risk-taking and public error. Despite these challenges, the IB framework promoted teacher autonomy and student-centered learning, with teachers exercising pedagogical freedom to design responsive, inquiry-driven lessons. The study concluded that the successful implementation of inquiry-based science education depends not only on teachers' competencies but also on sustained institutional support through adequate facilities, technological resources, collaborative professional networks, and culturally responsive learning environments to achieve high-quality and inclusive science education aligned with Sustainable Development Goal 4. A four-phase professional development implementation plan was proposed to strengthen IB teaching practices through targeted training, collaborative communities of practice, peer observation, and continuous evaluation, ensuring the effective embedding and sustainability of IB principles within the school community.