Several teachers discussed the importance of maintaining openness and humility, acknowledging that culture learning cannot be fully achieved through books alone. Diana stated, “You can’t learn culture from books only... it’s like saying you can learn how to be a good parent by reading a book. It’s through experience.”

 

Others discussed how working with international students made them more cautious and reflective about their own behaviours. Layla shared, “When I first came, I was a bit blunt. Then I realised, okay, not everyone appreciates directness the same way. It took time to adjust.” These examples illustrate how intercultural challenges served as catalysts for teachers to rethink assumptions and enhance their own CDA and ICC.

 

The teachers often compared their past selves to their current practices, acknowledging that cultural sensitivity was not innate but developed over time. Yana stated, “At first, I didn’t see why some students were so quiet. I used to think it was laziness. Now, I understand it’s about how they were raised.”

 

The participating teachers viewed cultural learning as an ongoing, reciprocal process grounded in real-life experiences rather than formal instruction. They consistently described culture as something best understood through engagement, observation, and humility. For many, learning from students’ lived realities—such as daily behaviours, celebrations, and communication patterns—was more insightful than textbook knowledge. This experiential learning approach was echoed by those who stressed the importance of open-mindedness and reflection, particularly in response to cultural misunderstandings. Teachers recounted specific incidents, such as misinterpreting eye contact or being overly direct, which became critical moments of self-awareness and intercultural growth. Living and teaching in multicultural environments had a profound effect on the teachers’ perspectives, making them more flexible, empathetic, and attentive to student needs. Many reflected on their earlier assumptions, admitting that what they once saw as passivity or non-participation in class was, in fact, culturally influenced behaviour. Motivated by a commitment to respectful and inclusive classrooms, these teachers intentionally worked to develop CDA and ICC—not just as pedagogical strategies, but as ethical responsibilities. They saw themselves as role models, believing that fostering intercultural understanding in students began with their own practices.