ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the challenges and benefits associated with the implementation of inclusive education by Filipino teachers in Thailand, with a focus on the outcomes of their participation in training programs. Using a quantitative descriptive-correlational design, data were collected from 50 Filipino educators through a validated questionnaire. Results revealed that while training programs were generally perceived as highly beneficial—particularly in areas of classroom application, confidence-building, and logistical accessibility—these benefits were significantly undermined by systemic challenges. Chief barriers included limited resources, insufficient training, and lack of specialized knowledge, which were negatively correlated with perceived training outcomes (ρ = –0.487, p = .001). Further analysis identified that specific challenges—such as cultural barriers and lack of administrative support—also limited the relevance and utility of training content. Based on these findings, a four-dimensional training model was proposed emphasizing contextual relevance, quality delivery, teacher self-efficacy, and accessibility. The study concludes that inclusive education training for Filipino expatriate teachers must be restructured to address not only pedagogical needs but also contextual and institutional barriers. These findings hold implications for educational policymakers, school leaders, and training providers in both Thailand and the Philippines in designing responsive and sustainable professional development frameworks. Keywords — Inclusive Education, Filipino Teachers, Thailand, Teacher Training, Professional Development, Educational Challenges, Self-Efficacy, Social Cognitive Theory, Educational Change, Cross-Cultural Teaching.