In a sector often defined by numbers – exam results, enrolment growth, or tuition fees – it’s the unquantifiable that matters most: the quality of human connection.
Over two days in July, ISC Research held its latest Annual Conference, themed Fostering Relationships that Matter in International Education. Educators, suppliers, and innovators from around the world came together to share insights and strategies aimed at deepening impact in the international schools market.
One clear theme resonated throughout the event: beyond the data and growth metrics, it is the people, partnerships, and relationships that drive lasting impact in this rapidly shifting market.
Tracking Global Shifts in International Education
Today, there are 15,075 international schools operating worldwide, educating 7.7 million students – a 51% increase in enrolment over the past decade. The market is far from one of saturation, and instead one in transition: as more families make the decision to invest in international schools, the sector is moving from an elite service to one of mainstream desirability.
This redefinition is visible in the growing tension between excellence and accessibility. While markets such as Monaco, Switzerland, and the UK may not lead in terms of enrolment numbers, their longstanding brand influence continues to shape perceptions of premium international education. Simultaneously, demand is growth emerging in regions that were previously peripheral to the wider sector; Sub-Saharan Africa, Eastern Europe, and Latin America are now meaningful growth territories driven by widened tuition fee points, economic development, and cross-border mobility.
Source: ISC Research
Asia remains the dominant force in international education, home to 58% of all international schools. The leading country markets by school numbers are all located within the continent – being China, India, the UAE, Pakistan, and Indonesia – each demonstrating the regulatory nuances driving the sector forward.
China remains the world’s largest market, but significant policy shifts have placed restrictions on ownership structures and foreign curricula. As a result, new avenues are emerging, with India on course to reach the milestone of 1,000 international schools in operation. The UAE continues to set the benchmark for market excellence and growth potential, characterised by transparent regulation, openness to investment, and an emphasis on quality differentiation – particularly in wellbeing, innovation, and personalised learning pathways.
Aligning Vision with Action in International Schools
As the sector expands globally, the transformation is not only visible in market figures but also embedded within schools themselves. To meet the evolving demands of students and families, many institutions are redefining their core visions and turning these into tangible actions that shape everyday learning experiences.
Lubna Khan of ASIC, a UK-based accreditation body, emphasised the role of a clearly articulated school vision where statements such as ‘We nurture global citizens’ are no longer aspirational, but fully operational. This vision is visible not just in documentation, but in classroom conversations, lesson design, student voice initiatives, and in the physical environment.
Source: ASIC, ISC Research Annual Conference
This shift towards aligning mission with action is increasingly urgent in a future where academic ability alone is no longer sufficient. As highlighted in UC Davis’ session on Empowering Students through High School–University Partnerships, skills like creativity and critical thinking are becoming essential in an unpredictable, automated world. This calls for placing equal emphasis on the application of knowledge alongside its acquisition, and for schools to balance the curriculum with space for students to nurture soft skills such as digital literacy, problem solving, and intercultural communication.
Transforming the International Student Experience
These institutional shifts are already reshaping how students learn and engage. As schools put their visions into practice, the international student experience is being redefined through real-world learning, inclusive practices, and a growing emphasis on sustainability and wellbeing.
In a session on Educating for Sustainability, Oxford International Programme underscored the value of practical, hands-on learning in addressing issues such as environmental stewardship and the climate crisis. Keynote speaker Ben Hren, Director of the Centre for Abundance at The Arbor School Dubai, advocates for inquiry-led approaches that connect sustainability education to students’ lived experiences – from managing water use on the school’s bio-farm, to reducing plastic waste from packed lunches, to exploring the challenges facing local sea turtle populations.
“Students don’t come to believe in their influence because we tell them they’re changemakers. They believe it when they experience it repeatedly.”
Ben Hren, The Arbor School Dubai
Source: Oxford International Programme, ISC Research Annual Conference
Belonging, Language, and Inclusive Learning
Belonging is central to the lived experience of international students, and schools must adapt to increasingly mobile and linguistically diverse communities. Just as sustainability education connects learning to students’ immediate environments, inclusive language provision recognises the deep link between a student’s identity, culture, and communication.
This theme was echoed in the session from FlashAcademy, which highlighted the importance of data-informed strategies in supporting multilingual learners. By tracking both individual and group language development, schools can proactively identify needs, celebrate strengths, and intervene early. This ensures that every student, regardless of background, is equipped to thrive academically, socially, and emotionally.
Advancing Education through Collaboration
Ultimately, these developments do not occur in isolation. The evolving student experience – shaped by actionable school visions, real-world learning, and inclusive language practices – is a result of a renewed focus on relationships within the international school community.
“Collaboration helps us move into a space of openness and curiosity rather than control and perfectionism. It moves us out of the potential dangers of echo chambers and brings a diversity of thinking.”
As international education continues to diversify, it is these relational foundations that will determine whether the sector simply grows or truly evolves. To remain relevant, resilient, and impactful, international schools must keep students at the centre, and relationships at the heart, of their daily operations and future strategies.
Join the ISC Community to access all Day 1 session recordings and continue exploring the key conversations shaping the future of international education.
