Asian Journal of Education and Social Studies

This study examined the self-adjustment process of Indonesian pre-service teachers who participated in a two-month international teaching internship in Thailand. A qualitative design was employed to investigate how culture shock influenced adjustment, identify its primary causes, and describe the stages of cultural adaptation. Data were obtained from 21 participants through one semi-structured interview and open-ended online questionnaires completed by 20 participants. The data were analysed using reflexive thematic analysis. Seven themes emerged. Three themes described the influence of culture shock on self-adjustment: emotional instability and psychological strain, gradual adaptation and adjustment, and behavioural and communication adjustment. Four themes represented the principal causes of culture shock: language barriers, food differences, cultural and social norm differences, and customs and lifestyle differences. Participants also described four stages of adjustment: honeymoon, crisis, recovery, and adjustment. Initial experiences were marked by excitement, followed by homesickness, fatigue, communication difficulties, and uncertainty when encountering unfamiliar practices. Through daily interaction, observation, limited use of local vocabulary, non-verbal communication, and greater openness to cultural differences, participants gradually became more confident and comfortable in the host environment. The findings indicate that short-term international internships can support intercultural learning and professional development when participants receive appropriate preparation and continuing support. Pre-departure cultural orientation, basic language preparation, clear programme information, and mentoring during the internship may facilitate adjustment.