This qualitative study investigates how a diversity simulation, combined with theoretical input, shapes international business students’ intercultural learning and perceived professional readiness in Thailand. A two-phase learning design was implemented. In Phase 1, students engaged with an online diversity simulation without prior lecture input, navigating intercultural team challenges independently. In Phase 2, they attended a lecture on diversity and intercultural communication, replayed the simulation and reflected on linking theory to practice. Data comprised 80 pre- and post-simulation reflective journals from 40 Business Administration students; a small number of interviews provided contextual background. Reflexive thematic analysis was conducted. Three themes emerged. Micro-ethical intercultural teamwork shows how students reframed scheduling, tone and participation decisions as questions of fairness, respect and voice. Conceptual sense-making captures how students used intercultural and organisational concepts, alongside simulation feedback, as interpretive tools for understanding team dynamics. Reflexive self-insight and emerging professional identity highlights how students articulated greater awareness of their relational impact and described intentions to act more inclusively in future multicultural work contexts. Situated in a Global South business programme, the study demonstrates how a structured simulation–theory–reflection sequence can function as internationalisation at home by supporting students’ articulation of intercultural responsibility and workplace readiness without reliance on physical mobility. Findings derive from a single institution and self-reported reflections; future multi-site and longitudinal studies are recommended. • Intercultural teamwork unfolds as micro-ethical decision-making around fairness, respect, and inclusion in distributed teams. • Intercultural theory and simulation dashboards act as sense-making lenses rather than content reproduction metrics. • Students adapt, question, and experiment with leadership and communication strategies in response to dilemmas. • Learning shapes professional identity, intercultural readiness, and ESG teamwork in Global South business contexts.
Suengkamolpisut et al. (Sat,) studied this question.