The ethnomathematics field plays a crucial role in understanding how students can comprehend, express, manipulate, and apply mathematical concepts. However, it is acknowledged as a complex concept, particularly in Asian countries like Indonesia and Thailand, requiring a comprehensive understanding. This study aims to bridge this gap by exploring the cross-cultural perspectives of mathematics educators in Indonesia and Thailand and examining the differences in ethnomathematics application between the two countries. Participants included lecturers, teachers, and pre-service teachers, and data was collected through questionnaires and interviews. Before the questionnaire is distributed, comprehensive learning is carried out in the involved schools and universities to provide a direct experience of ethnomathematics education for educators and students. The analytical process involved data reduction, presentation, drawing conclusions or verification, and ensuring data validity. Positive responses from mathematics educators from the teaching and learning activity, supported with the questionnaire average scores in Indonesia at 4.77 and Thailand at 4.57. This study emphasizes the significance of integrating ethnomathematics into education, highlighting its connection to cultural growth. It notes differences in ethnomathematics application between Indonesia and Thailand, shaped by cultural, educational, and institutional contexts. The authors recommend math educators consider integrating cultural aspects into teaching for enhanced inclusivity and longevity.