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In this article, Matthew Savage challenges us, as school leaders, to apply to both our decisions and choices a simple litmus test. What might be the impact on the wellbeing of members of the school community, and how might we offset that?
At UNIS Hanoi, the Elementary Leadership Team leads with purpose, fostering belonging, trust, and inclusive decision-making across the school. By valuing diverse perspectives and the transformative power of joy and play, they aim to cultivate a thriving, collaborative learning environment for both students and educators.
Theodore J. Coburn argues that education must undergo a structural transformation to meet the demands of a rapidly changing world. Moving beyond traditional models, he advocates for flexible, student-centred learning environments grounded in design principles such as competency-based progression, personalised instruction, and project-based inquiry.
Ildar Iliazov shares how Light International School Mombasa reimagined its leadership structure to empower educators beyond the senior team. Confronting the limitations of traditional, top-down leadership models, the school introduced a committee-based system that gives middle leaders meaningful roles in driving school improvement.
Wolfgang Soeldner explores how international schools can adopt remote-based technology leadership to balance innovation with financial sustainability. In a sector where resources are often stretched, models like “Tech Director as a Service” offer flexible, cost-effective solutions to support strategic planning, staff development, and integrated digital learning.
International school leaders must balance the global vision of their educational community with a deep responsiveness to local needs. Andrew Sherman and Zakaria Laaraj explain why agility is not just an organisational asset, but a critical component of sustainable success in the dynamic education landscape.
The EU AI Act is now in force, reshaping how artificial intelligence is governed across Europe. Matthew Wemyss unpacks the implications for international school leaders and outlines actionable steps to help schools navigate this evolving regulatory landscape.
As competition intensifies in international education, schools must find new ways to communicate their distinctiveness to prospective families. Independent reviews, such as those from The Good Schools Guide, offer a credible alternative to traditional channels. This article explores how three leading schools have successfully used such reviews to elevate their global profile and build trust with parents.
Many international schools worldwide share a common challenge: ensuring their unique educational offerings gain recognition from top universities worldwide. Dr Steffen Sommer discusses Misk Schools’ pioneering diploma programme that has bridged local and international education standards.
Almost every reputable international school brand will mention the term ‘experience’ on their website, yet very few offer a complete definition of such. Tyrone Ruth offers practical advice on framing your school narrative and understanding the intricacies of your international school’s ‘experience’.
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