Abstract

Framed within the concept of ‘learning to teach’, studying abroad provides students with opportunities to enhance their language skills, gain new cultural insights, and foster personal growth. However, limited research has explored how teachers, who are simultaneously working and pursuing further education in a foreign country, perceive this concept. This study examines the experiences of five purposively selected Filipinos working as teachers in Thailand, investigating their motivations for pursuing further education in this country and how these experiences influence their understanding of intercultural teaching. Findings highlight that, beyond personal and professional growth, participants view teaching and learning as deeply interconnected. Engaging in graduate studies enables them to refine their teaching methodologies, bridging the gap between theory and practice while fostering a proactive approach to professional development. Immersed in culturally diverse environments, they develop a deeper understanding of their students’ needs and enhance their intercultural competencies. This study contributes to the discourse on learning to teach by offering fresh insights into the intersection of academic learning and professional practice in a foreign educational setting.