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Tanusankar Chakraborty explores the transformative benefits of the International Baccalaureate’s Theory of Knowledge (TOK) course, highlighting its capacity to enhance emotional awareness and critical thinking. He explores the rationale behind integrating a metacognitive program into international school curricula, identifies the key challenges to its implementation, and offers practical strategies to overcome these.
In Part 2 of this two-part article series, Matthew Savage discusses how truly inclusive schools go beyond surface-level accommodations by engaging the community in reducing barriers, adapting policies for flexibility, and fostering accessible environments that empower disabled individuals with independence.
Sunita Bhandari and Rajen Karki discuss Kopila Valley School’s wide-ranging sustainability initiatives, emphasising the importance of place-based education, community engagement, and fostering students’ growth into independent, eco-conscious citizens.
In today’s rapidly evolving educational landscape, student wellbeing has become a crucial focus for schools worldwide. Matthew Parker of Harrow International School Bangkok explores a pioneering approach that combines student-led technology use with a strong emphasis on community and connection.
Polly Akhurst, Co-founder and Co-executive Director of Amala Education, discusses the development of the world’s first programme specifically designed for refugee youth to complete their secondary education.
The United Nations’ Sustainable Development Goals (SDGs) create a common agenda for governments, organisations, and individuals worldwide, emphasising the need for a sustainable future. But how can school leaders apply these global goals to their leadership strategies, and what are the practical implications of integrating them into school governance?
Back in 2014, ACS International School Egham launched its flagship humanitarian initiative: Project Nepal. Ten years on, Project Director Carmel Kelly discusses the significance of supporting both local and global communities, and why outreach initiatives like these are vital to educational practice.
How do we keep staff happy and engaged whilst constantly focused on continued learning? Kate O’Connell explores how schools can create trusting, supportive environments that empower teachers to develop their professional skillset
Matt Magowan reflects on the challenge of creating a truly inclusive learning environment and the hidden barriers within teaching practices that may hinder student success. By exploring the Universal Design for Learning (UDL) framework, he highlights the importance of designing a PE curriculum that anticipates diverse learners’ needs from the start, thereby promoting inclusivity and bridging educational gaps.
Technologies like Virtual Reality (VR) and Augmented Reality (AR) hold great promise for use in instructional design in education. Danie de Beer, Ian Malloy and Emlyn Majoos delve into how VR and AR can revolutionise learning by enhancing engagement, interaction, and comprehension.
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