SEA’s Science Teacher Voices Through the Modified World Café

Abstract

Abstract This study investigates the perspectives of science teachers in Southeast Asia (SEA) regarding future curriculum using a modified World Café method. The research involved 19 science teachers from SEA participating in dialogues and a plenary session. Data were collected during the discussions taken place in groups as well as in the plenary session. In addition, an affinity diagram was used to record teachers’ voices in each group. Thematic analysis of data from affinity diagrams and participatory discussions identifies key themes and priorities for future curriculum development. The intra-country analysis reveals diverse findings in terms of (1) curriculum and assessment, (2) funding and resource allocation (3) organizational, and (4) context-specific complexities without consensus on underlying causes. The study emphasizes key themes in the situational analysis including teacher competency, facilities, curriculum, and systemic support, uncovering both similarities and differences in these areas. Participants focused primarily on practical improvements rather than speculative possibilities, advocating for better school facilities, systematic professional training, and community engagement. This research contributes to the on-going discourse on educational reform, providing critical insights for policymakers, curriculum developers, and educators seeking to enhance science education in the region.