Teachers’ perspectives on school policies, curriculum guidelines, and cultural influence in implementing gender-inclusive language in an international program at a Thai private primary school

Adopted by an explanatory sequential mixed methods design (QUAN → QUAL), this study investigates native English-speaking teachers’ perspectives on school policies, curriculum guidelines, and cultural influence and examines the influences that shape teachers’ direction on implementing gender-inclusive language within an international program at a Thai private primary school. The study begins with a questionnaire to measure teachers’ awareness, perspectives, and decision-making in implementing gender-inclusive language. Next, the semi-structured interview was used as the second tool to explore teachers’ personal experiences, school policies, cultural influences, and decision-making in implementing gender-inclusive language. The participants included eight native English-speaking teachers with a minimum of two years of teaching experience in Thailand. The findings suggest that while institutional factors such as school policy (x̄ = 1.625, SD = 0.52), curriculum guidelines (x̄ = 2.125, SD = 0.64), and formal training (x̄ = 2.375 SD = 0.92) are considered limited or absent, student-related factors (x̄ = 4.375, SD = 0.53) have the greatest influence on teachers’ decisions to implement gender-inclusive language. Based on classroom context, student needs, and professional judgment, teachers confidently express their willingness to implement gender-inclusive language (x̄ = 4.0, SD = 0.76). However, many teachers have mentioned a lack of organized support and the need for clearer guidance, training, and inclusive practices within the curriculum. Overall, the findings of this study reveal the interplay between cultural context, institutional support, and teachers’ individual approaches to gender-inclusive language.