International schools operate in a particularly complex financial environment. They often incur high operating costs while simultaneously striving to maintain diverse curriculum offerings, support diverse student bodies, and expand co-curricular activities. Tuition revenue, philanthropy, and grants frequently serve as the main sources of income, but each of these can be highly variable. Market competitiveness and local economic conditions further complicate the ability to allocate resources effectively.��

Within this context, technology infrastructure and staff development become essential but sometimes difficult to prioritize. The digital shift in teaching and learning, highlighted in the “We Are All Technologists” article, makes advanced tools and platforms indispensable. However, the financial outlay for devices, hardware, software licenses, and cybersecurity solutions can place additional strain on institutions that are already juggling multiple initiatives. School leaders must strike a balance between instructional excellence and fiscal responsibility, and technology procurement and maintenance often become focal points of debate.��

The Cost of Technology Leadership��

Strategic technology leadership goes beyond purchasing devices or installing new software. It requires systematic planning, staff training, curriculum integration, and ongoing oversight. The challenge lies in providing this leadership without placing an unsustainable burden on the school’s budget.��

Many international schools address this need by hiring a full-time technology director or assembling a sizable technology department. Although this arrangement can be highly effective, it may not be financially feasible for every institution. Smaller schools, or those located in areas with limited pools of qualified professionals, might find it difficult to recruit or retain a technology leader. Larger schools that already have a technology director sometimes discover that the director’s responsibilities exceed what any single individual or small team can manage.��

Toward a More Sustainable Model��

A remote-based technology leadership model, often referred to as “Tech Director as a Service” (TDaaS), has emerged as one potential solution. The goal of TDaaS is to address the pressing need for informed strategic direction while minimizing upfront costs and overhead. Rather than employing a technology director on campus, a school can enlist a remote professional or organization that specializes in educational technology planning and management. This model can benefit schools that do not have an in-house technology department, as well as those that already employ an on-site technology director.��

Benefits for Schools Without a Dedicated Technology Team��

1. Reduced Staffing Costs: Remote professionals can provide strategic guidance, short-term project support, or comprehensive oversight without requiring the salary and benefits package that full-time employees typically command.
2. Scalable Support: School leaders can opt for more or fewer remote hours as budgetary or strategic needs evolve. This flexibility allows institutions to maintain control over costs while receiving targeted expertise.
3. Access to Specialized Knowledge: Consultants or organizations working in this field often bring a wide range of global experiences and best practices. For schools operating in environments with few local technology specialists, remote support broadens the talent pool significantly.

Benefits for Schools with an Established Technology Department��

1. Supplementary Expertise: A remote technology director can provide short-term assistance or serve as a sounding board for large-scale initiatives such as an infrastructure overhaul or an online platform transition.
2. Professional Development: Existing teams may benefit from focused coaching and training. This can include sessions on educational software integration, data privacy regulations, or cutting-edge pedagogical trends.
3. Expanded Capacity: Partnering with a remote professional or service can allow the in-house team to address day-to-day priorities while delegating longer-term planning or research to an external expert.

Subtle Solutions: The Role of Non-Profit Expertise��

Several organizations, including (TRC), a non profit organization based out of Belgium, offer remote technology leadership as a service. In line with the TRC’s mission, this approach focuses on long-term collaboration, professional development, and strategic planning rather than a short-term transactional arrangement. Schools pay only for the level of support they require, thereby conserving limited funds for other critical endeavors.��

When such services are managed by non-profit entities, the structure is often more flexible and tailored to the specific needs of each school. The emphasis is typically on collaborative problem-solving and capacity building, rather than on upselling or committing schools to multi-year contracts that may not reflect changing financial circumstances.��

“Strategic technology leadership goes beyond purchasing devices or installing new software. It requires systematic planning, staff training, curriculum integration, and ongoing oversight.”

We Are All Technologists��

The recent article “We Are All Technologists” underscored that every member of a school community interacts with technology to facilitate teaching, learning, and operations. Considering this, leadership that can coordinate these efforts becomes essential. The move toward remote-based solutions aligns with this understanding because it does not require an expensive on-site footprint yet ensures systematic oversight and planning.��

The end goal is to cultivate an educational environment where technology is not merely an add-on, but an integrated tool that improves student learning, supports teacher innovation, and streamlines administrative functions. Budget constraints need not be insurmountable obstacles, if schools adopt models that are responsive to their unique contexts.��

Strategic Steps Forward��

International schools that want to explore sustainable technology leadership should consider:��

1. Conducting a Needs Assessment: This includes an evaluation of current infrastructure, staff competencies, and readiness for new tools and processes.
2. Exploring Flexible Service Models: Several providers offer different tiers of remote leadership. Schools can select a plan that aligns with their immediate priorities without overcommitting resources.
3. Ensuring Professional Development: Whether the solution is fully remote or hybrid, professional development must be integral. This investment helps teachers and administrators grow alongside evolving technology.
4. Reviewing Outcomes and Adjusting Accordingly: Gathering feedback from faculty, students, and parents about technology-driven improvements helps refine future priorities and budget allocations.

International education has long been synonymous with innovation and adaptability. However, the financial realities of operating in a global market can pose considerable challenges, especially when trying to maintain high-quality technology infrastructure and support. Remote-based technology leadership provides a cost-effective means of staying ahead in the rapidly evolving educational technology landscape, offering both immediate and long-term benefits. By adopting strategic, flexible models that align with each institution’s mission and values, school leaders can ensure that technology serves as a catalyst for growth and resilience rather than a budgetary hurdle.��

By Wolfgang Soeldner

Wolfgang Soeldner currently serves as ICT Campus Partner at the International School of Geneva and is CEO of the Technology Readiness Council. You can connect with him on .

The post Strengthening International Schools Through Strategic Technology Leadership: Addressing Financial Constraints with Sustainable Solutions appeared first on �鶹��ý.

Moving Beyond EdTech Overload: A Systems-Based Approach��

International schools today face a common problem: too many technology choices, too little guidance. Many invest in tools without clear frameworks for investment or evaluating impact, leading to high turnover of EdTech products and frustrated educators. Teachers and leaders know that digital transformation ������’t about adopting technology for its own sake; ����’s about making intentional choices, but they lack the scaffolding, support, and resources within their own organisations to really do that well.��

A structured approach is essential. Schools must consider both the “bricks” (teaching and learning solutions) and the “mortar” (infrastructure and integration) when designing their digital ecosystems. Without this perspective, EdTech adoption is often piecemeal and ineffective. Schools also need to ensure that any new technology they introduce is not only pedagogically sound but also operationally viable—one that can be implemented at scale across different campuses with different needs. A school may have an excellent teaching and learning tool in place, but without sufficient training, integration, and teacher buy-in, its impact is severely limited. This is where structured processes and strategic guidance become critical.��

Building a Cohesive Strategy: The “What” and the “How”��

When turning to advice, schools might come across consulting firms that focus on strategy—the “what”—but stop short of execution where schools need support. In my work with international schools, ��’v�� seen how important it is to bridge this gap and ensure that solutions are effectively implemented. This is where EDT&Partners stands apart. One example of this is our work with the major international schools group, International Schools Partnership (ISP).��

“Schools need to ensure that any new technology they introduce is not only pedagogically sound but also operationally viable”

A Success Case in Strategic EdTech Selection and Decision-Making Frameworks��

Since the inception of our collaboration with ISP, we have worked closely with their leadership to refine their academic and EdTech strategy, facilitate informed decision-making, and support their long-term vision for innovation in education. Our role has evolved in response to ISP’s needs, ensuring that strategic objectives remain central to all initiatives.��

A major part of this partnership has involved curating and evaluating EdTech solutions, working alongside ISP to develop long-lists and short-lists of companies that align with their pedagogical goals. This process has included shaping and refining what they mean by their academic pillars (e.g., academic achievement, life competencies, and future pathways), vetting tools, engaging with providers, and preparing companies for structured demonstrations.��

Beyond tool selection, we have supported ISP in structuring decision-making frameworks to ensure a strategic and systematic approach to EdTech adoption. This included the development of documentation that aids pilot testing and technology integration, ensuring alignment with ISP’s long-term goals.��

The result? The group is now piloting a cadre of carefully aligned and vetted partners, with strong systems in place to assess pilot success and begin to scale in the next academic year. Moreover, there is excitement about scaling, as there is enhanced visibility of the products being piloted.��

Contributing to the greater EdTech Ecosystem: Open Innovation and Collaboration��

Choosing and implementing technology is just one part of the equation—schools also need solutions that evolve with the broader EdTech ecosystem. That’s why, at EDT&Partners, we built Lecture —an open-source generative AI framework, developed in partnership with AWS, designed to help institutions integrate AI in meaningful, scalable ways.��

Lecture is designed as a foundation from which to build generative AI uses in education—you might think about it as being similar to a stock cube in cooking. The Lecture framework contains essential, best-in-class components that schools, universities, and EdTech companies can use to develop their own AI-driven solutions—to build their own special sauce. Rather than each institution having to build a chatbot, question-answer generator, language translation tool, or AI-supported critical thinking application from scratch, Lecture provides an ever-expanding base of these kinds of capabilities that can be integrated, expanded, and customised to fit diverse educational needs.��

This approach acknowledges that while institutions want to leverage the power of generative AI within their own ecosystems, they shouldn’t have to reinvent fundamental tools. Built on AWS’s infrastructure, Lecture ensures that institutions benefit from scalability, privacy, and security, key considerations when deploying AI in education.��

Driving AI Innovation and Impact in Education��

As a mission-driven organisation, EDT&Partners�� believes education should be accessible to everyone, everywhere. That’s why we’ve made Lecture open-source, ensuring all institutions, regardless of size or resources, can innovate and enhance learning. By sharing this framework, we foster collaboration and make transformative technologies, like generative AI, available to all.��

We’ve already seen Lecture deliver real impact. At the University of Luxembourg, for example, we partnered with faculty to test AI-assisted feedback tools that improved both student engagement and instructional efficiency. The pilot demonstrated clear benefits, leading the university to expand its use of the framework across additional departments.��

But our work with Lecture is far from complete—we invite schools and school groups to participate in this initiative. If you are an education leader interested in piloting AI-driven solutions, we would love to collaborate. By working together, we can develop innovative applications that are truly fit for purpose in schools and ensure that AI is being leveraged in ways that are meaningful, ethical, and effective.��

Driving Meaningful Change in International Schools��

There are ways that schools can move beyond EdTech overload and toward sustainable, impactful digital transformation, and it is genuinely a privilege to have the opportunity to work with schools every day as they do this good work. We look forward to continuing to collaborate on pioneering EdTech systems and AI solutions in education. The opportunity is here—�����’s build the future of learning together.��

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By Laurie Forcier

Laurie Forcier is the Vice President of Strategy at .

The post Guiding Schools Through Digital Transformation: Practical Insights from the Frontlines of EdTech appeared first on �鶹��ý.

School leaders should consult legal professionals to understand how the EU AI Act applies to their specific context.��

Let’s be honest – with everything on your plate as a school leader, another regulatory framework probably isn’t top of your wish list. But the is here, and if your staff is using AI tools (which, let’s face it, they are if you know it or not), you’ll need to understand what it means for you.��

The “Quick Guide” to AI Risk Levels��

The EU has created four tiers of AI risk, and understanding where different tools fall will determine your compliance requirements:��

• Prohibited AI: These are completely banned. Think emotion detection systems monitoring students, real-time facial recognition for discipline, or tools that manipulate student behaviour. If you’ve somehow implemented any of these, they need to go immediately.��
• High-Risk AI: This is where your attention is most needed. Any AI making significant decisions about students’ educational journeys – automated grading systems, admissions algorithms, or tools that determine educational pathways. These require robust oversight, explainability, and proper appeals processes.��
• Limited-Risk AI: Examples include chatbots and content generators. These need proper disclosure, so everyone knows when they’re interacting with AI rather than a human. There are also some obligations around the types of content that is generated, especially if it is a deepfake or text written to manipulate (think mis and dis information).��
• Minimal-Risk AI: Basic tools like AI powered spell-checkers and scheduling assistants. These systems face no obligations under the AI Act due to their minimal risk to citizens’ rights and safety.��

AI Literacy: A Legal Requirement from February 2025��

From February 2025 (yes, now), schools must ensure staff have sufficient AI literacy training for the AI tools they are using. The Act takes a proportionate approach, recognising that different staff will need different levels of training based on how they use AI.��

For those working with high-risk systems, deeper training on oversight, bias detection, and intervention will be necessary. For staff using AI primarily for administrative tasks or lesson planning, basic awareness training may suffice. This sensible, scaled approach means you can focus resources where they’re most needed without overwhelming everyone with technical details irrelevant to their roles.��

What matters is that staff understand areas like:��

• How AI generates responses based on patterns rather than understanding��
• The importance of reviewing AI-generated content before use��
• When human judgment should override AI suggestions��
• How to identify and address potential bias��
• Basic data protection considerations when using AI tools��

Similar to how we approach broader digital skills, AI literacy builds on existing knowledge but adds specific awareness of how these systems work, their limitations, and using them responsibly.��

Compliance: The Importance of Early Preparation��

I strongly recommend appointing an AI compliance lead by August 2025, giving you a full year to work towards before the main requirements come into effect in August 2026.��

This proactive approach is particularly important considering the potential penalties, which can reach up to €35 million or 7% of global annual turnover for serious violations. Any regulatory action brings unwanted scrutiny and challenges that extend beyond financial consequences.��

A Framework for Implementation: Assess, Review, Comply��

To help schools navigate this new landscape, consider the following structured approach:��

1. Assess

Take stock of your current AI use across the school. You cannot provide training or have oversight on tools you don’t know are in use.��

For example:��

• Conduct an AI inventory across all departments��
• Survey staff to understand which tools they’re using��
• Check whether tools are processing student or staff data��

2. Review��

Examine how these tools are performing and what risks they might pose.��

For instance:��

• Review AI outputs for potential bias or fairness issues��
• Verify whether AI-generated decisions can be explained��
• Check if human oversight is properly implemented��
• Ensure data privacy and security measures are appropriate��
• Determine which risk category each tool falls into��

3. Comply��

Take practical steps to meet regulatory requirements based on your findings. Examples include:��

• Develop a comprehensive AI Use Policy��
• Create an AI Register documenting all tools and their risk levels��
• Implement stronger oversight for high-risk systems��
• Establish clear appeals processes for AI-generated decisions��
• Deliver appropriate AI literacy training to all staff��

Clear Next Steps for School Leaders��

1. Map your AI landscape: Identify all AI tools currently being used across your school.��
2. Classify by risk level: Determine which category each tool falls into under the EU AI Act.��
3. Prioritise high-risk systems: Focus compliance efforts on tools that impact student opportunities and outcomes.��
4. Schedule staff training: Plan AI literacy training to match the AI use of your school.��
5. Appoint an AI compliance lead: Designate someone to coordinate your approach by August 2025.��
6. Develop necessary documentation: Create policies, registers, and oversight mechanisms.��
7. Establish review cycles: Set up regular checks to ensure ongoing compliance.��

“With a structured, step-by-step approach, we can turn regulatory challenges into opportunities for better, more thoughtful AI integration in education.”

The Path Forward: Action, Not Alarm��

You’re not alone in this journey. Schools across Europe are navigating the same waters, and resources are emerging to support your compliance efforts. The key is to start now, while there’s still time to thoughtfully implement these changes rather than rushing to meet deadlines.��

The schools that will thrive in this new landscape aren’t necessarily those with the most advanced AI tools – they’re the ones with leaders who recognised early that proactive governance beats reactive compliance every time.��

Your students and staff are counting on you to get this right. The clock is ticking, but with clear steps and a structured approach, you’ve got this. The time to act is now.��

By Matthew Wemyss

 Matthew Wemyss is the Assistant School Director at Cambridge School of Bucharest and a passionate advocate of AI in education. You can connect with Matthew on or through his . He was named an �鶹��ý Edruptor of 2024.

The post The EU AI Act: What International School Leaders Need to Know appeared first on �鶹��ý.

The Covid-19 pandemic triggered a , including climbing rates of social anxiety and agoraphobia. While returning to in-person lessons helped many students cope with and overcome these challenges, schools faced a significant difficulty: even with excellent pastoral care in place, sometimes the very act of coming to school is the problem.

That being said, there is an effective solution to getting students’ mental health and academic journeys back on track simultaneously, and ����’s surprisingly simple to implement: hybrid learning.����

Bringing remote learning options to your school with an experienced online teaching provider like �����Բ�’s InterHigh offers numerous benefits, including pathways to supporting students with mental health needs. ����’s not just a way to maintain academic progress: ����’s a way to give students the space they need to rebuild their wellbeing and forge a seamless bridge back to campus life.��

“No matter how outstanding your in-school support is, the reality is that some students will only be able to get better by spending time away from the school environment and accessing dedicated, specialist help.”

Hidden costs and support gaps��

When a student has trouble with their mental health, the ripple effect can extend from their individual wellbeing all the way through to your school community and administration. Students with anxiety, depression, and school-related phobias often struggle to stay focused and engage with lessons, leading to quick declines in academic performance. In severe cases, when students find it increasingly difficult just to walk through the school gates, attendance can also suffer.��

This creates a difficult cycle: the more a student falls behind, the more anxious �ٳ���’r�� likely to feel, and the more �ٳ���’r�� likely to withdraw from friends and school life. In turn, individual student struggles can soon lead to schoolwide drops in academic performance and community morale, along with concerns and frustrations from parents.����

Worse still, even the most robust pastoral system ������’t necessarily a match for acute mental health needs. No matter how outstanding your in-school support is, the reality is that some students will only be able to get better by spending time away from the school environment and accessing dedicated, specialist help.����

However, that ��DZ����’t mean you need to say goodbye to students or watch them suffer in silence. Remote learning can provide a flexible pathway for students to feel healthy and happy again, working their way back to in-person classes as quickly and seamlessly as possible.��

Source: King’s InterHigh��

Online learning: A bridge to recovery��

Like many of today’s forward-thinking schools, you may have already considered implementing an online arm for your students. Schools around the world have long been partnering with �����Բ�’s InterHigh for a wide range of services; the British International School in Ukraine, for example, partnered with us to broaden their A Level offerings. Once implemented, remote learning is a versatile tool your school can use in a whole host of situations, including as a mental health pathway.����

In the past, dedicating time to mental health recovery (through psychiatric appointments or therapeutic programmes, for example) would require several days off school. Not only does this put students at risk of learning loss, but it also fails to give them the consistent space they need to reset and work on the positive strategies and routines needed to progress.����

On the flip side, with hybrid learning, students who need respite can take their lessons online. �����Բ�’s ���Գٱ���ᾱ����’s bespoke solutions integrate with your school’s curriculum and timetable, allowing students to keep up with their learning from home and stay connected to your community, all while enjoying the breathing space they need for successful recovery.��

With qualified, expert online teachers, you can rest assured that students are getting the same calibre of academics you offer — just in a way that suits them best. �����Բ�’s InterHigh classes are delivered live and interactively, but learners can also catch up with lesson recordings at any time (for example, when they have an appointment). Young people with social anxiety often find it easier to participate in lessons and renew their confidence with virtual classroom tools like chat boxes too.��

Then, as their mental health starts to improve, students can transition back to face-to-face learning. The goal ������’t to keep students remote indefinitely, but to build a supportive bridge back to regular school life. Whether they want to jump right back into full-time lessons, start with just a day or two a week, or gradually transition with online classes on campus, schools are free to tailor each student’s reintegration to their needs for the best chance of success.��

The power of flexible learning��

For almost 20 years, �����Բ�’s InterHigh has been supporting students worldwide with mental health struggles that can arise in any international school community.����

“What’s great about virtual learning is how it maintains the structure and engagement of school, but in an environment where students feel calm and in control,” says �����Բ�’s ���Գٱ���ᾱ����’s Head of SEN, Ray Boxall. “Time and time again, we’ve found that this is the perfect balance for young people struggling with their mental health, and a successful stepping stone to thriving at school in–person again.“��

Take Tabatha, for example, one of the numerous students for whom online learning with �����Բ�’s InterHigh was the perfect respite from wellbeing struggles. With academic continuity, the comfort to rebuild her confidence, and the space to explore relaxation techniques, Tabatha went on to achieve top IGCSE grades and study for her A Levels with enthusiasm on school campus. Recently, she won the Women’s Handball Premier League with her college team.��

It’s stories like these that highlight just how powerful online learning can be in creating a stepping stone, combining your school’s structure and standards with a pressure-free, state-of-the-art learning environment that facilitates student recovery.��

Source: King’s InterHigh��

Online learning that works for your school��

For international schools, the biggest key to success today is flexibility. The ability to adapt to the needs of your students, staff, and administration will set your school apart and prepare you to weather any difficulties that come your way.��

Instead of creating costly, high-risk, and time-consuming hybrid learning systems from scratch, partnering with an expert provider gives you all the same benefits with seamless and bespoke implementation. Whether you‘re looking for a structured pathway for students who require time away from campus, or a safety net �ٳ󲹳�’s there when you need it, �����Բ�’s InterHigh can help you set up remote learning that works for both your school and your students.��

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By America Valentine

America Valentine is the Marketing Content Specialist at .

The post Supporting Anxious Students’ Return to Campus with Online Learning appeared first on �鶹��ý.

Recent trends indicate an increase in the number of incoming students to international schools with diverse linguistic and cultural backgrounds.��

Within the UAE in particular, only 13% of the population is native. Within the country’s school system, 49% of students are Emirati, with the majority having Arabic as their first language, but data shows that, in 2023-2024, there were 162 nationalities represented at schools within the UAE.������

More widely, in the GCC region, 52% of the population are non-nationals, while globally 40% of students face challenges in understanding course materials that are not in their mother tongue. These figures all highlight the increasingly diverse classrooms that schools are experiencing.����

While this diversity enriches the learning environment, it also presents unique challenges, particularly for students who are learning in a language other than their mother tongue, for example English. EAL students (or English as an additional language students) account for a large proportion of the 6.9 million students who attend international schools worldwide.��

With language barriers come struggles to understand instructions, challenges with grasping new vocabulary, and difficulties expressing themselves confidently in the dominant language of instruction. These difficulties can affect academic performance, engagement, and overall well-being.��

Expressing knowledge��

Historically, assistive technology has been a game changer for learners with additional learning needs, providing the adjustments needed to give these learners access to their course materials or the tests and exams that assess their progress.��

��But it has become increasingly clear that the use of technology can also provide innovative ways for multilingual learners to access and comprehend materials in their second (or third, or fourth, or fifth!) language. Furthermore, technology can provide innovative ways for these learners to express and communicate the knowledge they have gained during lessons.��

Louise Dawson, a qualified teacher, SENco/Head of Inclusion and a respected inclusion professional based in Dubai, who works with schools, parents and students across the Middle East, spoke recently about the challenges faced in multilingual classrooms: “With any language barrier, the challenge is to overcome a lack of vocabulary and unfamiliarity with sounds and pronunciation. The variety of skills that are required to learn include listening, speaking, reading and writing; likely to be learned in that order. What we know is that when children struggle with vocabulary, sound and pronunciation, this creates a further effect on their expression or written work.”��

“EAL learners will see unfamiliar letter formation, and spellings and hear unfamiliar sounds and words and can then struggle to express what they know.�� For example, if a child wants to describe the colour ‘m������Գٲ�’, they may use the word ‘red’ because they are familiar with and can spell the word. However, if a child does know the word ‘m������Գٲ�’ but doesn’t use it because of the fear of the spelling, this could lower their mark in a writing test, despite the fact that they knew the word. An additional barrier may be that English is also approached from left to right, whereas other languages are right to left.”��

Source: ReadSpeaker��

The role of text-to-speech technology����

Text-to-speech is just one tool in the assistive tech arsenal. It takes written text and reads it aloud, helping students access and understand curriculum content. Additional tools, such as synchronous highlighting, translation, dictionary, and focus page masks can also support pupils as they tackle text in their lessons.��

Just imagine sitting in a classroom where your teacher is speaking in a language you ��Dz�’t speak at home – ����’s hardly surprising that students can end up daydreaming or losing focus. Then imagine taking a test in a language you only speak at school. With ethical, AI-powered, lifelike voices from ReadSpeaker helping them to study, learners can re-engage with the curriculum and truly flourish when it comes to examinations.����

Lily, a year 6 student from Stafford Grammar School in the UK, speaks Arabic at home with her family – but her lessons at school are all provided in English. She said: “At home, I speak Arabic so sometimes I use ReadSpeaker to help me, as it can read the English content in Arabic back to me.”��

By hearing course content in both English and Arabic, Lily is able to improve her comprehension of English words and gain confidence in her own understanding of the materials.����

“What we know is that when children struggle with vocabulary, sound and pronunciation, this creates a further effect on their expression or written work”

Louise Dawson

Reducing teacher workload��

As a bonus for teachers navigating classrooms with many diverse students, text-to-speech can help to reduce their workload. How many teachers feel the burden of personalising content so all students are catered for? Providing a curriculum which is accessible, inclusive, equitable, and challenging for every learner can seem like an impossible task. But this is where text-to-speech comes into play, giving students the independence to choose how, when and on what device they consume their coursework.��

“Varying levels of language proficiency and engagement can lead to a lack of confidence and feelings of exclusion,” added Dawson. “When we have children like this in the classroom this leads to increased teacher workload and introducing text-to-speech is one of the ways this workload can be reduced.”��

Text-to-speech and other assistive technologies offer powerful solutions for supporting multilingual learners in international schools. By embracing these tools, schools can foster a more inclusive and equitable learning environment, empowering students to achieve their full potential. and provides a range of supportive tools which can empower multilingual learners to reach their full potential and shine in the classroom.

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By Emily Worthington

Emily Worthington is the Education Marketing Manager for EMEA at ReadSpeaker. You can connect with her on .

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The Integrated Vision��

The goal for schools today ������’t simply to adopt the latest technology. Instead, ����’s to develop a technological vision that simultaneously reflects the school’s aspirations and ethical stance regarding technology use, whilst allowing it to adapt to the evolving technological landscape.��

At the heart of this vision lies a reckoning that technology should add value without compromising our moral principles, especially with regards to data privacy. The challenge is to employ technology in a manner that is both effective and ethically sound, reinforcing the core values of the school community.����

But how can schools ensure this alignment? The answer is to move technology out of the realm of the Tech Director and their team, and into a shared realm that acknowledges that today, in 2025, we are all technologists.����

For schools, the journey toward a more responsible use of technology requires reflection and careful planning. Privacy must be seen not as a secondary concern, but as an integral part of the educational experience. By aligning technological goals with ethical practices and human rights, schools can become models of responsible, privacy-conscious institutions that prepare students for a digital future.��

Phases for Change��

In order to transition towards a more ethical, value-centered use of technology, schools must consider a three-phase process. ��

Phase 1: Identifying the Paradigm��

The first step is to evaluate the current state of technology in the school, and this includes understanding how privacy is currently handled. Schools must recognise the value of data privacy, a principle that remains central to technological integration. Data ������’t just an abstract tool for statistical purposes: ����’s a reflection of personal identity and must be treated as such. Shifting towards a culture of privacy that respects the rights of individuals is crucial as schools move toward a model of shared ownership and accountability.����

The issue of data privacy is not just about internal practices but also involves navigating a complex web of international laws. Global regulations like GDPR (General Data Protection Regulation), CCPA (California Consumer Privacy Act), and FERPA (Family Educational Rights and Privacy Act) place responsibility on educational institutions to protect student data. ����’s crucial for schools to stay updated on these laws and ensure their practices comply with them.��

Educational institutions can enhance their technological and data privacy practices by following a structured, phased approach. For instance, schools might begin by assessing their current technology infrastructure – evaluating hardware, software, and network systems – to ensure they meet modern security and privacy standards. This can be followed by a review of data privacy policies and practices to identify gaps and align with regulations like GDPR, CCPA, or FERPA. Some schools have conducted internal evaluations or sought guidance from external organisations like the Technology Readiness Council (TRC) to better understand vulnerabilities in areas such as data handling, storage, or third-party vendor agreements.��

By applying these principles, schools can collaborate with staff to develop actionable plans that address identified risks, enhance data protection measures, and establish a forward-looking roadmap. This phased approach helps institutions foster a more secure, ethical, and technologically resilient educational environment.��

Phase 2: Culture��

Once the current paradigm is understood, the next phase focuses on shifting the culture of the school through education. Teachers, staff, students, and parents need to be educated on privacy rights, the ethical use of technology, and the responsibilities that come with digital data. A “Privacy by Design” culture should be cultivated where best practices for privacy are embedded into daily operations and long-term strategies.����

The TRC supports schools in fostering a culture of data privacy and ethical technology use through practical, collaborative strategies. Schools can engage stakeholders – teachers, administrators, students, and parents – through workshops to explore the significance of privacy and digital responsibility. For example, some schools have introduced curriculum components focusing on digital citizenship, data ethics, and privacy awareness to instil responsible habits in students from an early age. Additionally, professional development initiatives can help staff stay informed about evolving privacy regulations, technological tools, and data management best practices.��

To further reinforce this cultural shift, schools may seek guidance in developing or refining policies that reflect a strong commitment to privacy and ethical technology use. With the TRC’s expertise, these policies can be effectively communicated and integrated into the school community. By taking these steps, schools create an environment where privacy and ethical technology practices are embedded in everyday educational experiences.��

“By aligning technological goals with ethical practices and human rights, schools can become models of responsible, privacy-conscious institutions that prepare students for a digital future.”

Phase 3: Executing the Vision through Communication and Training��

The final phase focuses on transforming plans into tangible actions through clear communication and ongoing training, with guidance from the TRC. Schools can develop a comprehensive Data Privacy Communication Plan to outline their policies, expectations, and commitments regarding data privacy and technology use. This plan might include regular updates to keep the community informed about changes or new initiatives. Establishing accessible channels for feedback ensures that students, staff, and parents can raise concerns, ask questions, and provide input on technology and privacy matters.��

Ongoing training programs can be introduced to equip the school community with the knowledge and skills needed to follow best practices, understand new policies, and adapt to evolving technologies. To measure the success of these efforts, schools may use tools and metrics to monitor and evaluate the impact of their communication and training strategies. With the TRC’s support, schools can continuously refine their approach, fostering a sustainable culture of privacy and ethical technology use as they adapt to the demands of the digital age.��

Moving Towards a Future Vision��

As schools evolve technologically, a shift towards a shared ownership approach to data privacy is essential. The current paradigm often places responsibility for privacy in a silo, either within the technology department or a designated privacy officer. But the future lies in shared responsibility, where every stakeholder—from faculty to parents to students—takes ownership of data privacy practices. A shared vision of technology use will help guide decisions on platforms, data management, and educational tools, ensuring that technology serves the greater good.��

The future of technology in schools will be shaped by ongoing reflection and adaptation. As schools move toward their “dream scenario”, regular review and reassessment will ensure that technology practices remain aligned with the mission of the school and the needs of the community. Data privacy and ethical technology use should never be static: they must evolve with the technological landscape and the needs of the students.��

By embracing a more inclusive, transparent, and ethical approach to technology, schools can foster an environment where technology adds value, supports learning, and respects the privacy and autonomy of all students. We are all technologists in this journey, and by working together, we can build a more humane, thoughtful digital future for our schools.��

By Jenny-Lee Moore and Wolfgang Soeldner

Jenny-Lee Moore is the Middle Level Leader at United Nations International School, Hanoi. You can connect with her on . Wolfgang Soeldner currently serves as ICT Campus Partner at the International School of Geneva. You can connect with him on .��

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Technology as a Tool for Wellbeing

At HISB, technology is more than just a teaching aid: it’s an essential tool for safeguarding and promoting student mental health. In the Lower School, we use daily wellbeing check-ins via Google Forms, allowing students to communicate their emotional state in real-time.

This data, combined with teacher observations, feeds into a comprehensive pastoral dashboard—also powered by Google Forms. This monitors trends across the student body and alerts pastoral leaders to students requesting a conversation or reporting a low mood. Feeding into these dashboards are additional data streams from 3rd party software such as CPOMS (Child Protection Online Monitoring System) and Engage (a Management Information System used for logging attendance, nurse visits, and late arrivals/ pickups).

The combined use of systems like Engage and CPOMS ensures that any issues related to student wellbeing, whether minor concerns or significant challenges, are cross-referenced and identified early. This proactive approach enables us to provide timely support, ensuring no child falls through the cracks. By regularly analysing student happiness, resilience, and anxiety, HISB is able to adjust its pastoral strategies, provide targeted interventions, manage counselling caseloads and provide bespoke Parent Information Forums.

Photo: Harrow International School Bangkok

Creating a ‘Tribal’ Culture

While technology provides the means to monitor wellbeing, it is our community-driven culture that is truly at the heart of the HISB vision. Inspired by the principles of positive psychology, particularly in the work of Martin Seligman, we have embraced the concept of a ‘tribal’ culture. This approach is about more than just creating a positive atmosphere: ����’s about fostering deep, authentic connections between students, staff and families.

“Kids ��Dz�’t care what you know until they know that you care.” – John C. Maxwell.

This guiding principle from John C. Maxwell underpins our efforts to build strong relationships within the school. From team-building exercises and shared class mottos (and chants) to communal activities like mealtimes and outdoor playtimes, we want all students to feel like they belong and encourage them to embrace the school value of ‘fellowship’.

Break and lunchtime have also been transformed into opportunities for adult-led interactions, moving away from the traditional ‘lunch duty’ model. This shift is supported by CPD training from PE staff, Student Wellbeing Counsellors, and Student Play Leaders. We also have introduced specific ‘Play Zones’ resourced with games that promote teamwork. These initiatives play a significant role in building a sense of belonging for staff and students during break times, further reinforcing our tribal culture.

Photo: Harrow International School Bangkok

Building Resilience through Emotional Literacy

Resilience is another key pillar of our wellbeing strategy. We integrate lessons from The Resilience Project, which emphasises the importance of gratitude, empathy, and mindfulness in building emotional strength. By incorporating these practices into the daily routine, HISB helps students develop the tools they need to cope with adversity and maintain a positive outlook.

By including focused and cyclical Emotional Literacy lessons in our domain-based curriculum, students are taught from our Early Years onwards to identify, label and manage a range of emotions. For international schools with a significant number of EAL (English as an Additional Language) learners, this initial pre-teaching ensures our students can access and interact openly with the Daily Check-Ins and conversations about their wellbeing.

Emotional literacy is truly woven into the fabric of our school life. Teachers and students alike are encouraged to express their feelings openly and constructively, creating an environment where ����’s okay to make mistakes and learn from them. Teaching specific emotional language is a key part of supporting our students. This not only builds resilience but also ensures a culture of mutual respect and understanding.

“Technology is more than just a teaching aid: it’s an essential tool for safeguarding and promoting student mental health.”

The Impact: Data-Driven Wellbeing

Our commitment to wellbeing is backed by data. Our regular wellbeing surveys, (AWE and Resilient Youth), track key indicators over time to ensure that our efforts are having a positive impact. Recent data shows promising results, with students reporting high levels of happiness, health, and belonging, and lower levels of sadness and anxiety compared to previous years – a positive trend that has prevailed since our initial survey in 2021.

These externally validated surveys also allow us to collect summative data periodically throughout the year and compare our students to those at other schools in the region, providing essential comparative data.

This data-driven approach ensures that our wellbeing initiatives are not just well-intentioned but also effective. By continuously monitoring and refining our strategies, we remain responsive to the evolving needs of our students, ensuring that every child feels supported and valued.

Actionable Steps for Implementing Wellbeing Initiatives in Your School

1. Utilise Technology for Daily Wellbeing Check-ins: Implement digital tools like Google Forms to allow students to check in daily with their emotional state. Use this data to track trends and intervene early when necessary.
2. Create a Pastoral Dashboard: Develop a system that integrates data from multiple sources (attendance, behaviour, health) to give a holistic view of each student’s wellbeing. This enables targeted support and timely interventions.
3. Transform Break and Lunchtime: Shift from traditional duty rotas to adult-led interactions by creating ‘Play Zones’ with activities that promote teamwork, resilience, and empathy. Provide CPD training to staff on how to lead these interactions effectively.
4. Foster a ‘Tribal’ Culture: Build a sense of belonging by encouraging team-building activities, shared class mottos, house systems, low stakes competitions, weekend community events, and regular communal experiences that make students feel part of a larger community.
5. Incorporate Emotional Literacy into Daily Routine: Teach students how to express their feelings constructively. Teach the specific language needed to express emotions. This is particularly important for EAL learners and helps in building individual resilience and a respectful school culture.

Conclusion

HISB’s innovative blend of technology and community-focused culture offers a powerful model for enhancing student wellbeing. By using technology to track and respond to wellbeing data, and by fostering a ‘tribal’ culture rooted in authentic connection, we are not only supporting our students academically but also preparing them for a fulfilling and resilient life. As schools everywhere grapple with the challenge of supporting student mental health, our approach provides a strategic blueprint; when it comes to wellbeing, a sense of belonging, community and ‘tribe’ are central to a successful approach.

Matthew Parker is Director of Student Wellbeing at Harrow International School Bangkok. You can connect with him on .

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Technologies like Virtual Reality (VR) and Augmented Reality (AR) hold great promise for use in instructional design in education. In a way that traditional teaching approaches have not been able to match, these new immersive and engaging experiences utilize modern technologies to offer students new ways to study, interact with their classmates and teachers, and absorb knowledge. Digital immersion through VR and AR not only complements student engagement but also improves retention and understanding of complex concepts.

Photo: Hangzhou International School��

What is Virtual Reality?

Virtual Reality is a computer-generated environment that replicates the actual world and offers a sensation of presence and immersion. Users can interact with people and objects in the virtual world simply by donning a headset. VR technology has many educational uses, ranging from scientific investigations to language immersion initiatives. It can be especially useful for offering simulations that closely resemble actual events that are hard or impossible to recreate in a conventional classroom. This could be an immersive exploration of an ancient site in history class or taking students on a museum virtual tour for art class. Interactive learning enables students to explore remote places and engage in environments that were once only accessible by domestic or international travel.

While VR may not perfectly replicate the experience of real-life travel, it provides a cost-effective alternative that opens doors for students who may not have the means to afford it. Moreover, it offers significant advantages by eliminating logistical and planning challenges, ultimately saving time and money and enhances accessibility for learners.

“Digital immersion through VR and AR not only complements student engagement but also improves retention and understanding of complex concepts.”

Photo: Hangzhou International School��

What is Augmented Reality?

Augmented Reality refers to technology that superimposes digital content over the real environment to produce an immersive and interactive learning environment. With the use of smartphones or other devices, augmented reality allows digital visuals or data to be superimposed over the real world.

Enter the Matrix

At Hangzhou International School (HIS) we have unveiled a new multimedia facility called ‘The Matrix’ fitted with green screens, a podcast studio, and VR/ AR technology. This equipment is accessible to students of all ages, from lower school students through upper school, and faculty and teachers. Parents appreciate that we can provide a safe and controlled environment for their children to explore new worlds and concepts. They recognize the value of this technology in fostering creativity, critical thinking, and problem-solving skills, all while ensuring a supervised and enriching experience.

With the use of these technologies, teachers can produce simulations and design interactive lessons that provide students with immediate feedback, increase student engagement, and make abstract ideas come to life. For example, our new media facility has been used to explore the layers of the earth’s crust or demonstrate a volcanic eruption. Spaces such as these also give our students creative license to explore their imagination, elevating their skills in film and photography. At HIS, we encourage students to explore innovative techniques and use ‘The Matrix’ room to expand their artistic horizons.

Furthermore, our new media facility has gained tremendous popularity among parents and guardians who eagerly don headsets and enjoy the green screen during community events and curriculum nights. ����’s a powerful tool for immersive learning, all the while bridging generations and rousing stimulating conversations about the future of technology.

Virtual and augmented reality are reshaping the landscape of education, offering new opportunities for personalized learning, interactive experiences, and improved outcomes for students and teachers alike. By leveraging VR and AR technology, we can create dynamic and engaging learning experiences for students of all ages and confidently prepare the next generation of learners for success.

Photo: Hangzhou International School ‘Underwater’

Here are some tips for other international school leaders looking to implement VR and AR technology:

1. Garner teacher buy-in and tailor the space based on teacher needs.
   To ensure the successful integration of VR/ AR technology, it is crucial to gain support and enthusiasm of your teachers. Don’t just build the space and hope for the best! Teachers should be let in on the conversation early, gather ideas, listen to their concerns and ultimately build the space based on teachers needs. By tailoring the space to meet specific needs, you can ensure their investment in new technology. It is also a good idea to have a designated faculty member as the go-to expert and equip them with the necessary training to assist and support teachers when the room is in use. Recognize that not all teachers may be so tech-savvy, so providing ample support will enable them to embrace the media room and see it put to good use.
2. Consider space and allocate enough room
   Thoughtful planning of the layout and space will ensure a comfortable and immersive experience for students. Keep in mind that VR/ AR facilities require a spacious, open area. Consider the number of headsets required for a class, aim for at least half the classroom’s capacity to be filled i.e. a class of 20 students should have 10 headsets.
3. Embrace active learning
   Immersion without action is no different to putting on a movie for students. Ask yourself, how are we going to utilize VR/ AR and apply it in an active way? Encourage students to move beyond passive consumption and engage in creation and live learning using VR/AR headsets. Provide opportunities for them to develop their skills in world-building, animation, and coding. By leveraging the technology for active learning activities, students can become active creators, unleashing their imagination skills, critical thinking, and problem-solving abilities. One of our Design Technology teachers gave a great example of active learning in Lower School. Kindergarten students donned VR headsets and immersed themselves in a lesson on biomes and ecosystems, drawing pictures to understand the climate. They then applied design principles to create animals suited to these environments. This example showcases the teacher’s effective use of technology to enhance student engagement and create a multidimensional learning experience.
4. Ensuring a strong technological foundation
   The technical infrastructure is foundational to the success of VR and AR within schools. A school would need a network capable of handling extra data load, especially when multiple VR headsets are used simultaneously. To avoid any connectivity or latency issues that could affect learning, invest in internet with sufficient bandwidth and enough capacity. Also make sure that hardware, including laptops, VR/AR headsets, and other essential devices is reliable, regularly maintained, and up to date. Using a specialized IT support team to take care of updates and technical issues will help ensure seamless technological integration.
5. Develop a curriculum integration plan
   To ensure that one can get the most out of VR and AR, it is important to carefully integrate the technology into the curriculum. First identify ways these technologies can improve learning opportunities by meeting, collaborating, and co-planning with teachers of various subjects. Once a structured plan is put into place it will ensure that VR and AR are essential tools in the learning experience. The final stage of integration is to provide ongoing professional development for teachers so that they are up to date with the latest VR/AR techniques.

As we continue to embrace these emerging technologies, educators need to adapt their teaching methods and curriculum to meet the changing needs of 21st-century learners. VR and AR technologies enable teachers to create new ways to engage students and communicate material. Teachers can design dynamic, interactive, and captivating lessons that draw in students to make learning more enjoyable and enhance results.

�� ��

Danie de Beer is the Director of Technology at Hangzhou International School and wrote this article in collaboration with Ian Malloy, EdTech Coordinator and Emlyn Majoos, Lower School Design Technology teacher

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Lots of people have concerns about AI in education – chiefly that it will lead to wide-scale plagiarism, and that children will stop thinking for themselves. However, there is also potential for AI to boost learning, reduce teacher workload and open a new digital world for our young people.

With both risks and rewards, it poses an important conundrum for education as we strive to equip pupils with the digital skills to thrive in the modern workforce, but also safeguard high-quality teaching and our school communities. Regardless, we cannot ignore that AI is already affecting teaching and learning so we must find a way to navigate its development and adapt to the new powerful tools our pupils now have access to.

Establishing our ethos

If used effectively and responsibly, AI can bolster independent thought and critical thinking and equip young people for successful careers. Thus, at Haileybury, we want to be at the forefront of its development and ensure we can harness it successfully.

We first set out a comprehensive approach to AI by undertaking thorough research. We spoke to schools internationally that were using AI or considering similar questions to us and with education and digital experts. We took this information, as well as input from our school community, and created a school-wide AI strategy.

We presented the strategy to teaching staff first, so they were confident in our approach. Their reservations were the need to keep safe online and the practical ability to use AI. We therefore presented what AI is and its potential within education. We also gave staff and heads of departments time to experiment with different tools and consider the exciting impact AI could have on their subjects.

Next, we presented the strategy to parents, bringing them along on the journey. Through webinars and newsletters, we showcased the power of AI and how we were planning to embed it in the curriculum. It was also crucial we acquired parental permission for pupils aged 13 to 18 to access our chosen AI tools. We also introduced an AI course in Year 9 to educate pupils on the ethical debate and develop their digital and analytical skills.

This strategy has been our guiding light, ensuring we harness AI effectively and ethically. We keep it as a live document – the developments in AI are moving rapidly so we need to be adaptable.

Implementing AI effectively at all levels of education

Embedding AI to support learning

To implement the strategy, we distilled down the five AI apps that we felt would best aid learning and support teacher workload. These were Perplexity for AI-assisted research, Canva for design, ChatGPT for text interaction, PI for verbal interaction and support, and MagicSchool for safely distributing AI tools to pupils and supporting teacher workload.

These tools have already had a significant impact. When surveyed, Sixth Formers reported Perplexity searches had almost entirely replaced Google searches and provided much more useful educational responses. Our Theology and Philosophy department created revision GPTs on ChatGPT where pupils can ask questions, receive support and even ask the AI to act as a tutor. These GPTs are built on teacher resources and curated to only include information found within them, providing our pupils with validated 24/7 support. The Art department has embraced Canva and now teaches digital art as part of the core curriculum, and teachers have reported significant timesaving for planning through MagicSchool.

These tools have since grown in capability and we send staff weekly ‘tech tip’ videos, highlighting advancements and have open-door training for colleagues. We also review the AI tools we use, and pupil and staff digital leads regularly trial new apps and provide feedback before we roll them out.

“If used effectively and responsibly, AI can bolster independent thought and critical thinking and equip young people for successful careers.”

Photo: Class using AI in lesson at Haileybury

Updating our homework model to safeguard against cheating��

In light of AI, we also flipped our homework model. We now set pre-lesson learning and research for homework, rather than recapping lessons and writing essays. It means pupils gather information using AI and other sources at home, building knowledge just as they would via a textbook. Then within lessons, we have meaningful discussions about their findings, interrogate their sources, cover the curriculum and set handwritten essays. We also ask AI to write an essay which pupils critique and improve.

This teaches pupils about AI’s shortcomings and ensures they apply what they have learnt to write their own work. Using AI to conduct research enhances pupils’ critical thinking and their assessment of the strength of sources, and writing their own essays inspires creativity and supports strong handwriting skills. To create a high-quality essay, pupils need to have a prior and thorough understanding of a topic to critically analyse the raw material produced by chatbots. Therefore, AI can and should be used to assist pupils in developing deeper knowledge and can be done effectively alongside traditional methods.

Reframing assessments to avoid plagiarism ��

Whilst international schools are adapting daily learning, AI also calls for a change in assessments. In the UK, a large proportion of assessments are written exams or coursework. Our view is that we should remove written exams and replace them exclusively with oral and practical exams. This will ensure we accurately assess pupil knowledge and remove the risk of cheating. Oral assessments, with pupils asked questions by a panel and then discussing it with the panel, make clear that pupils hold the knowledge.

AI adaptive assessments also have the potential to provide a more precise gauge of pupils’ abilities as AI adjusts the questions in real-time to pupils’ performances and grades them based on the level of difficulty they can answer successfully. Browser lockdown features and AI monitoring protect against cheating and remove human error from marking.

Whilst we are still working within the national framework for England, we are changing the way we assess internally and already conduct oral assessments within the International Baccalaureate and A Level academic extension projects. Similarly, Year 9 pupils’ extension projects are assessed verbally.

The benefits

We have seen first-hand how this use of AI has brought teachers and pupils closer together, increasing the quality of creative and in-depth discussion and improving the accessibility of learning. These methods have removed the risk of plagiarism, supported the upkeep of handwriting skills, and empowered pupils to use AI to inspire original thought and think critically about sources. It also teaches our pupils to use technology discerningly, crucial for the future job market. Developing a school-wide strategy has informed our staff and pupils about how to use AI effectively and ethically and will ensure we continue to be agile as the technology develops.

Practical tips

1. Research, research, research – learning about best practice in other schools helps you to make an informed decision about your own school’s approach. Setting up a working group of colleagues who are interested in the digital sphere is also a great way to engineer this.
2. Establish a clear vision and approach – whether ����’s a mission statement or a full strategy, creating a school-wide approach to AI will ensure consistency.
3. Bring your community with you – it is important that all your stakeholders including pupils, colleagues and families are brought with you on the AI journey, understanding what the school’s position is and how the school is planning to harness its potential, as well as keep the school safe. Training on AI for colleagues and pupils and information evenings for parents will be key to this.
4. Don’t be afraid to pilot new ideas – given AI is a new technology, piloting the use of new platforms on a small scale is helpful to see what works and what can be enhanced further to make sure it is being used most effectively.
5. Be adaptable – while establishing an approach is important, the new technology is continually evolving so you need to be flexible in light of new developments. This ensures you can continue to give young people high-quality education that sets them up for successful careers.

Tom Wade is the Assistant Head (Digital Strategy) at Haileybury one of the UK’s leading co-educational independent boarding and day schools. You can connect with Haileybury and Tom on .

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A hybrid learning partnership can be the key to steadying, expanding and futureproofing your international school.

Delivering world-class, live, interactive teaching fully online, 2023 COBIS Award winner �����Բ�’s InterHigh is a solution international schools trust.

1. Meet growing demand from your local community

A small, privately owned school in an affluent Congolese city recently came to �����Բ�’s InterHigh in need of a secondary curriculum. Meeting the primary schooling needs, the school recognised their community’s clear demand for a senior and high school programme. However, student numbers were too small to justify the heavy investment and resourcing needed for a physical campus for secondary aged pupils. With �����Բ�’s ���Գٱ���ᾱ����’s expert teachers, students at this small Congo school can now receive a full British international education from years 7 to 13.

2. Increase subject choice and student satisfaction

When the British International School, Ukraine’s (BISU) incoming sixth form students requested to study A-level further maths, the school turned to �����Բ�’s InterHigh to avoid putting undue pressure on their existing teachers. A Cambridge-accredited school, �����Բ�’s InterHigh is home to specialist teachers across a large range of iGCSE and A-level subjects, seamlessly broadening BISU’s subject offering for new and existing learners with bespoke timetables and speedy set-up.

3. Sustainable and scalable expansion

In 2021, when a British international school on an island in the Atlantic realised the power of online learning, they decided to diversify and expand their school with a sustainable, scalable online offering. Through partnership with �����Բ�’s InterHigh, they can offer a unique hybrid solution to students across their country and surrounding islands. Students follow a British international programme online, delivered by subject-specialist teachers and enhanced by in-person support and opportunities on the school’s four-acre grounds.

Alongside helping schools to retain their students through the years, hybrid learning solutions like �����Բ�’s InterHigh empower smaller institutions to expand into new year groups and larger cohorts without losing the strength of their in-person opportunities.

Partnering with �����Բ�’s InterHigh allows expansion without the added risks and capital investment required for additional classrooms and resources. With a proven record of success, �����Բ�’s InterHigh is the perfect partner for your own school’s expansion needs.

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