From sociocultural differences to professional learning: A narrative inquiry into student teachers’ boundary-crossing experiences in Malaysia

International teaching programs offer student teachers the chance to experience unfamiliar educational environments and to develop professionally. However, there is limited research on how student teachers interpret and learn from the socio-cultural differences of international community-based teaching settings. The study, informed by Boundary Crossing Theory, examined five Indonesian student teachers’ experiences and learning from sociocultural differences in an international community service program in Malaysia. Data were gathered predominantly through semi-structured interviews, supplemented by written reflections from some participants, researcher field notes, and photographs illustrating program activities, within a qualitative narrative inquiry design. Data were analyzed using reflexive thematic analysis . The results indicate four interconnected learning mechanisms: recognition of socio-cultural differences, coordination of teaching practices, reflection on teaching experiences, and reported changes in professional understanding. The results indicate that sociocultural differences can be converted into resources for professional learning when student teachers actively negotiate unfamiliar practices and reflect on their experiences. The study adds to the application of Boundary Crossing Theory in an international community-service context and offers practical implications for the design of teacher education programs with contextual preparation, collaborative teaching opportunities, and structured reflection.