Indonesian Teachers' Experiences in Australia: Leveraging Funds of Knowledge in Global Education

Abstract

This qualitative phenomenological study explores how Indonesian teachers participating in the “Link Program” in Australia navigate the integration of global educational standards with local teaching traditions. With ten respondents, the study investigates how teachers leverage Funds of Knowledge (FoK) through experiential and transformative learning. By drawing on their cultural, experiential, and contextual knowledge, the teachers bridge the gap between local diversity and globalization. This process is facilitated through communication, relationship-building, and reciprocal dialogue, enabling teachers to contextualize global pedagogical strategies within their unique Indonesian contexts. The research highlights how teachers adapt global methodologies while preserving local educational practices. The study advocates for a balanced approach to professional development that integrates global standards and local knowledge, fostering a more inclusive and culturally responsive education system that enriches both local and global educational contexts.