This study investigated how international students were reflecting the
learning environment and in particular, the physical and psychological
dimensions of it. During the practical training in their homeland in
Southern Africa area the student teachers used multiple learner-centered
strategies, such as self-reporting, discussions in groups, learning
cafés and teamwork. Based on the data, the trainees were managing these
well. In addition, if their teaching methods were not working, they used
meta-reflection strategies and critical thinking to find solutions for
providing pupils better learning experiences. Regarding the physical
learning environment, in their homeland schools, the trainees were
reporting about the scarcity of materials, such as textbooks and
furniture, but especially the technical devices, such as laptops,
projectors or tablets. Some of the trainees reported finding replacement
for this type of learning by using other than digital learning
material, for instance crayons, posters or stones outside the classroom.