A focus on learning – a new paradigm

Education Is a Passion

It has never been a more exiting time to be in education, as we began reframe our leadership of education to a leadership of learning, from a top down curriculum model with a teaching emphasis, to empowering our youngsters with the passion, the self-belief, the self-confidence, and the self esteem to make decisions, create their own well being environments. take actions, through our guidance, challenge, provision of moral compass and our recognition and celebration that each unique learner is in possession of incredible jewels of talent.

We now have even greater tools to empower education for the new Era.

AI and education

Sal Khan, the founder and CEO of Khan Academy, thinks artificial intelligence could spark the greatest positive transformation education has ever seen. He shares the opportunities he sees for students and educators to collaborate with AI tools — including the potential of a personal AI tutor for every student and an AI teaching assistant for every teacher.

How AI could save education

Contemporary Teaching Methodologies and E-Learning: Empowering Education for the New Era

Contemporary teaching methodologies, including e-learning, have become vital tools for educating the future generation efficiently.

The fusion of educators’ ideologies with individual beliefs creates a dynamic approach to teaching.

It prepares students to thrive in a fast-evolving world while nurturing their curiosity and fostering meaningful engagement with knowledge.

E-learning, the delivery of learning and training through digital resources, encompasses various forms, such as asynchronous and synchronous online learning, blended learning, mobile learning, gamification, micro-learning, virtual reality learning, and video-based learning.

Each approach caters to diverse learning styles and preferences, promoting inclusivity and personalised learning experiences.

Contemporary teaching integrates the benefits of e-learning, offering advantages such as convenience, affordability, flexibility, and enhanced engagement.

However, it is essential to acknowledge and address the associated challenges, including potential distractions, lack of motivation, and technical difficulties.

To maximise the benefits of e-learning, educators can design effective courses by setting clear objectives, selecting relevant and engaging content, incorporating diverse learning activities, providing constructive feedback, and leveraging technology to enrich the learning process.

Addressing the challenges and opportunitiesof e-learning involves navigating issues of student distraction and motivation while harnessing technology to create an immersive and stimulating learning environment.

Best practices for designing an effective e-learning course include aligning the content with clear objectives, integrating engaging activities, and leveraging technology to enhance the learning experience.

For college students, activities could involve creating presentations on various e-learning types, designing e-learning courses on self-selected topics, and researching contemporary teaching methodologies to analyse their benefits and challenges, thus fostering a deeper understanding of contemporary teaching approaches.

Contemporary teaching and learning refers to the use of modern technology and methods to improve the educational experience. This can include anything from using online resources to flipping the classroom. There are many benefits to contemporary teaching and learning, including:

Increased engagement:

• Students are more likely to be engaged in their learning when they are using technology.
• This is because technology can make learning more interactive and hands-on.
• For example, students can use online simulations to learn about science concepts or use virtual reality to explore different cultures.

Improved understanding:

• Technology can help students to better understand complex concepts.
• This is because technology can provide students with multiple representations of information.
• For example, students can watch a video about a historical event, read an article about it, and then take a quiz to assess their understanding.

Personalising learning:

• Technology can help teachers to personalise learning for students of all abilities.
• This is because technology can provide students with different levels of support and challenge.
• For example, students who are struggling with a concept can watch a video tutorial or use a practice app.
• Students who are ahead of the curve can work on enrichment activities or take on leadership roles in the classroom.

Collaboration:

• Technology can help students to collaborate with each other on projects and assignments.
• This is because technology allows students to share information and ideas easily.
• For example, students can use Google Docs to work on a presentation together or use Skype to have a video conference with a student in another country.

Preparation for the future:

• Technology is an essential part of the modern world.
• By using technology in the classroom, teachers can help students to develop the skills they need to be successful in the future.
• For example, students can learn how to use technology to research information, solve problems, and communicate effectively.

Here are some specific examples of how contemporary teaching and learning is being used in the classroom today:

Flipped classrooms:

• In a flipped classroom, students watch lectures and complete assignments at home, and then use class time to work on projects and collaborate with their classmates.
• This allows students to learn at their own pace and get more personalised help from the teacher.

Blended learning:

• Blended learning combines traditional face-to-face instruction with online learning.
• This allows students to benefit from the best of both worlds.
• For example, students might watch a lecture online and then come to class to discuss it with their classmates and the teacher.

Online learning:

• Online learning allows students to take courses from anywhere in the world.
• This is a great option for students who are homeschooled, have a busy schedule, or live in a rural area.

Gamification:

• Gamification is the use of game elements in non-game contexts.
• This can be used to make learning more fun and engaging.
• For example, students might earn points and badges for completing assignments or participating in class discussions.

These are just a few examples of the many benefits of contemporary teaching and learning.

By using modern technology and methods, teachers can create a more engaging, effective, and personalised learning experience for all students.

Flexibility in learning and empowerment

One of the biggest benefits of eLearning and online training is that they are very flexible. Learners can access the learning materials at any time of day or night, and from any location with an internet connection.

Additionally, eLearning and online training can be tailored to the individual needs of each learner.

Learners can choose to learn at their own pace, and they can focus on the topics that are most relevant to them.

This can help learners to get the most out of the training, and it can also help them to retain the information better.

Scalability

Another benefit of eLearning and online training is that they are very scalable. This means that they can be used to train a large number of learners at the same time, without the need for additional resources. This is ideal for organizations that need to train a large number of employees, or for organizations that need to provide training to learners in different locations.

Accessibility

e-Learning and online training are also very accessible. Learners can access the learning materials from any device with an internet connection, including computers, laptops, tablets, and smartphones.

This makes it easy for learners to access the training, regardless of their location or circumstances.

Limitations

Despite the many benefits of eLearning and online training, there are also some limitations. One limitation is that eLearning and online training can be isolating.

Learners may not have the opportunity to interact with other learners or with the teacher, which can make it difficult to stay motivated and engaged.

Additionally, eLearning and online training can be challenging for learners who are not self-motivated or who do not have strong technical skills.

Learners need to be able to manage their time effectively and to troubleshoot technical problems on their own.

Finally, eLearning and online training may not be suitable for all types of training. For example, eLearning and online training may not be effective for training that requires hands-on experience or that requires learners to interact with each other in real time.

Overall, eLearning and online training offer a number of benefits, including flexibility, scalability, and accessibility. However, there are also some limitations to eLearning and online training, such as isolation, challenges for learners who are not self-motivated or who do not have strong technical skills, and suitability for all types of training.

Here are some ideas for overcoming the limitations of eLearning and online learning:

• Provide opportunities for interaction with regular teacher intervention.
• This could include discussion forums, live chat sessions, or collaborative projects.
• Use a variety of learning activities that are linked to the learning outcomes and involve opportunities for self and peer assessment.
• This will help to keep learners engaged and motivated.
• Provide clear instructions and support.
• This will help learners to troubleshoot technical problems and to stay on track.

There is no doubt that there are many benefits of e-learning Use interactive learning

Interactive learning, also known as active learning, however the teacher plays a key role in engaging students directly in the learning process, encouraging them to participate, collaborate, and think critically.

As I mentioned in my article in 2022 …

Learning is fluid.

We all know this.

All areas of learning merge with the realities of real life, for example a writer uses skills of reasoning, literacy, critical thinking, application of knowledge, a doctor develops an almost innate understanding of their patient based on empathetic skills, a clear understanding of what well-being means, and also the ability to use knowledge in a more personalised way, updating with latest research of what works well for different patients through the availability of lightening speed information at their fingertips.

Curriculum planning and reviewwill be more successful if the adaptation of environments empower learners with the readiness to engage in the economic, cultural, social, and personal challenges, driven by continuous embedment and experiential learning.

This is now becoming easier with digitalisation

The curriculum drivers then become personal curiosity, the freedom to be creative, the recognition that criticism is about evaluation and improvement. Understanding and application of knowledge becomes more meaningful when there is recognition that effective communication comes in many forms and is also about hearing each other.

The learning experiences in every classroom provides all learners with opportunities to collaborate, be compassionate, and understand each other and solve real life problems – learning for what is to come where the stakes are higher.

An impactful curriculum using standards becomes a guide, a compass, driven from the beginning of a student’s learning journey.

Never before in the history of education, do we have the technology available for every learner to collect and celebrate evidence of their own personalised learning experiences.

After all they are the experts when using Instagram, Facebook, LinkedIn and teaching us all about the Meta-verse!?

The International Baccalaureate (IB) Personal Project is a capstone project for students in their final year of the Middle Years Programme (MYP). It involves students independently exploring a subject of personal interest over an extended period, culminating in a tangible product and a reflective report. This project allows students to consolidate their learning, develop essential skills, and gain confidence as lifelong learners.

Why the IB Personal Project is Important in Preparing Young People for Real Life

The IB Personal Project is a transformative experience that equips students with the skills and mindset needed to navigate real-life challenges. By engaging in self-directed inquiry, students learn to manage their time, conduct research, think critically, and solve problems creatively. These skills are not only valuable in academic settings but are also essential for success in higher education and beyond.

One of the key aspects of the Personal Project is its focus on Approaches to Learning (ATL) skills, such as communication, collaboration, self-management, and reflection. These skills are crucial for personal and professional growth, as they enable students to work effectively with others, manage their responsibilities, and continuously improve themselves.

Moreover, the Personal Project encourages students to take responsibility for their own learning. This sense of ownership fosters independence and self-confidence, preparing them to face the uncertainties and complexities of the real world. By setting goals, planning their work, and reflecting on their progress, students develop a proactive and resilient approach to learning and life.

Real-Life Examples Across the Globe

Real-life examples highlight the tangible impact of the IB Personal Project. In India, students at DPS International School have tackled issues like refugee housing by creating foldable emergency shelters using 3D printing technology. Another student developed a zero-budget natural farm, promoting sustainable farming practices in their community.

In Angola, a student from Luanda International School organized donations for Congolese refugees, providing essential supplies to over 35,000 individuals in need. This project exemplifies how the Personal Project can mobilize communities and address urgent humanitarian issues.

In the UK, a student developed a recycling program within their school, reducing plastic waste and educating peers on environmental responsibility. In the US, a student launched a mental health awareness campaign, creating workshops and resources to support their peers’ well-being.

Examples from Cyprus and Dubai

In Cyprus, a student developed a coastal cleanup initiative, engaging local communities and schools in efforts to reduce plastic pollution on beaches. The project raised awareness about environmental conservation and promoted sustainable practices.

In Dubai, a student created a digital platform to connect small businesses with potential investors. This project not only provided valuable resources for local entrepreneurs but also fostered a sense of community and economic growth.

Student Feedback Perspectives

Anna, India: “Working on the emergency shelter project was a life-changing experience. It taught me how to use technology for social good and helped me understand the importance of sustainable solutions.”

Sami, UK: “Developing the recycling program made me realize the power of individual actions in combating environmental issues. It was incredibly rewarding to see my peers get involved and make a difference.”

Noura, Dubai: “Creating the digital platform for small businesses allowed me to apply my tech skills in a meaningful way. It also taught me a lot about entrepreneurship and community support.”

Cultivating Global Citizens

These examples illustrate the diverse and meaningful contributions students can make through their Personal Projects. By addressing real-world issues and engaging with their communities, students enhance their learning and develop a sense of global citizenship. They become not just learners but active participants in solving global challenges.

In essence, the IB Personal Project is more than just an academic requirement; it is a comprehensive learning experience that helps students develop the attributes of the IB learner profile, such as being principled, reflective, and open-minded. These attributes are essential for becoming adaptable, responsible, and engaged global citizens.

By providing students with the opportunity to explore their passions, apply their knowledge in meaningful ways, and reflect on their experiences, the IB Personal Project prepares them to thrive in an ever-changing world. It is a vital component of the IB curriculum that ensures students are well-equipped to meet the challenges of the future with confidence and competence.

The International Baccalaureate (IB) Diploma Programme and Advanced Placement (AP) courses are widely regarded as rigorous academic programs that challenge high school students. Each has its unique approach and structure: AP focuses on individual college-level courses in specific subjects, while the IB Diploma offers a comprehensive two-year program that emphasizes holistic education through academics, creativity, action, and service.

Exploring the IB Diploma and IPBL/CILM

In the realm of innovative education, a new framework is gaining attention: combining Inquiry/Project-Based Learning (IPBL) with a Capstone Intensive Learning Model (CILM). This approach stands in contrast to the well-established IB Diploma Programme.

Shared Philosophy: Student-Centered Learning

Both the IB Diploma and IPBL/CILM prioritize student-centered learning, emphasizing active engagement, inquiry, and critical thinking. The IB Diploma’s interdisciplinary focus, highlighted by courses such as Theory of Knowledge and Creativity, Action, Service (CAS), aligns closely with the IPBL/CILM’s emphasis on real-world application and experiential learning. Both models aim to develop well-rounded individuals equipped with strong critical thinking, communication, and research skills.

Key Differences

Capstone Approach: While both emphasize project-based learning, CILM distinguishes itself by integrating rigorous capstone projects throughout the learning journey, rather than concentrating them at the end. This approach provides a consistent and scaffolded method to develop research, problem-solving, and presentation skills. The IB Diploma also incorporates significant research projects, typically within specific courses or through the Extended Essay.

Focus on Passion: The IPBL/CILM framework places a strong emphasis on enabling students to pursue their passions through project-based learning. This encourages greater personalization and deeper engagement, fostering a sense of ownership and intrinsic motivation. While the IB Diploma offers flexibility through elective choices and individual projects, the CILM may provide more opportunities for students to explore their interests in depth.

Early Emphasis on Research: The CILM integrates research skills from the earliest grades, emphasizing “Question and Explore” as a foundational principle. This proactive approach aims to develop strong research habits early on, preparing students for the complexities of higher education and the demands of the 21st century. The IB Diploma also emphasizes research skills, but typically with a more pronounced focus in the later years of the program.

Addressing Potential Challenges

Teacher Training: Both frameworks require significant teacher training and professional development to effectively implement inquiry-based learning and support student-driven projects.

Assessment and Evaluation: Developing robust assessment methods beyond traditional tests and quizzes is crucial for both approaches. Authentic assessments that measure critical thinking, creativity, and problem-solving skills are essential.

Equity and Inclusion: Ensuring equitable access and support for all students, regardless of their background or learning style, is paramount. This may involve differentiated instruction, personalized learning plans, and providing appropriate resources and support for students with diverse needs.

Making the Decision

Choosing where to study programs like the IB Diploma or frameworks like IPBL/CILM largely depends on the school’s offerings and your personal preferences. Here’s a guide to help you navigate these choices:

International Baccalaureate (IB) Diploma Programme

The IB Diploma Programme is offered in many schools worldwide, from public institutions to private international schools. Notable options include:

• International Schools: Such as United World Colleges (UWC) and the International School of Geneva.
• National Schools: Many countries have schools that offer the IB Diploma within their education system, like the Singapore American School and American School in London.

Choices Students Need to Make:

• Subject Selection: Choose six subjects (three at Higher Level and three at Standard Level) that cover a broad range of disciplines.
• Extended Essay (EE): A research project that requires students to conduct independent research and write a 4,000-word paper on a topic of their choice.
• Theory of Knowledge (TOK): This course explores the nature of knowledge and encourages critical thinking across different disciplines.
• Creativity, Action, Service (CAS): Engage in various activities outside academics to foster personal growth.

IPBL/CILM (Inquiry/Project-Based Learning & Capstone Intensive Learning Model)

This innovative framework might not be as widely available as the IB, so students would need to look for specific schools or districts that have adopted this approach. Here are some options:

• Innovative Schools: Look for schools that emphasize project-based learning and capstone projects, such as High Tech High in the United States or schools within the Big Picture Learning network.
• Specialized Programs: Some educational institutions or districts may offer specialized programs focusing on IPBL and CILM principles.

Choices Students Need to Make:

• Project Topics: Select topics for capstone projects that align with their interests and passions.
• Research Focus: Develop strong research skills from an early stage and choose areas of inquiry that excite them.
• Capstone Projects: Engage in multiple capstone projects throughout their education, building upon their research and problem-solving skills progressively.

Conclusion

The IPBL/CILM framework and the IB Diploma Programme share a commitment to student-centered learning and the development of essential 21st-century skills. However, they differ in their approach to capstone projects, emphasis on student passion, and integration of research skills throughout the learning journey. By understanding these key distinctions, educators and families can make informed decisions about the most suitable educational path for each individual student.

This article provides a comparative overview and is not intended as a comprehensive analysis of either the IPBL/CILM framework or the IB Diploma Programme.

I hope you found this analysis insightful! Feel free to share your thoughts or reach out for further discussions.

The International Baccalaureate (IB) has announced a significant shift in its assessment practices, with plans to pilot digital exams for its prestigious Diploma Programme (DP) starting in the summer of 2026. This move aims to transition all DP exams to computer-based assessments by the 2030s, reflecting the increasing digitalisation of education and the workplace.

As an educator deeply invested in preparing students for the 21st century, I believe this transition is a crucial step forward. Today’s students are digital natives; they learn and interact with information primarily through technology. By embracing digital exams, the IB acknowledges this reality and aligns its assessments with the way students naturally learn and engage.

Over 60 schools with approximately 3,000 students will participate in the initial pilot, focusing on English Language and Literature, Spanish Language and Literature, and English B (standard level). The programme will gradually expand to include other languages in subsequent years.

Matt Glanville, IB Director of Assessment, emphasised the organisation’s desire to “embrace digital innovation within the education system” by aligning assessments with students’ contemporary learning and future professional realities. “They’re not going to spend three hours writing down an essay. They’re going to be interacting with computers in their day-to-day life,” he stated.

I am particularly excited about the potential for more innovative and engaging assessment methods. Digital platforms can offer a wider range of question types, allowing for more interactive assessments that better reflect real-world challenges and encourage deeper learning. For example, students could analyse video or audio clips, generate and utilise their own data in science experiments, and engage with more dynamic, interactive elements in subjects like chemistry.

The IB plans a gradual transition, acknowledging the significant shift for schools. “We’re trying to do it in a proportionate way – not a big bang,” Glanville explained. Initial digital exams will closely mirror the content of traditional paper-based exams to ensure comparability across student cohorts.

The IB conducted a survey of member schools to assess their readiness for digital exams. The results indicated that the vast majority possess the necessary infrastructure, while others are actively investing in it.
While concerns about infrastructure and internet reliability are valid, I believe that with careful planning and adequate support from the IB, these challenges can be effectively addressed. The IB will provide extensive support to teachers and students, including access to online practice exams through a public-facing portal. This will allow educators and students to familiarise themselves with the digital platform, its functionalities, and the exam experience.

Leaders in the IB community have generally welcomed this development. Tracey Trusler, Academies Director for the Leigh Academies Trust, expressed confidence in her organisation’s readiness, given its strong digital infrastructure and student familiarity with technology.
John Nicholls, Director of Education at Globeducate, emphasised the importance of the phased approach and the potential benefits of reduced logistical burdens and environmental impact.

Laura Hamilton, Assistant Head (IB Diploma) at Aiglon College, stressed the need for clear and timely communication from the IB to support schools in this transition.

I suggest that the IB prioritise teacher training and provide ongoing support to ensure that educators are comfortable and confident in administering and overseeing digital exams. This will be crucial for the successful implementation of this significant change.

The move towards digital exams for the IB Diploma Programme represents a significant step forward for international education. While challenges remain, the potential benefits, including enhanced student engagement, innovative assessment methods, and improved accessibility, make this a promising development for the future of IB education.

I encourage all stakeholders – schools, teachers, students, and parents – to actively participate in the pilot programme and provide feedback to the IB. This collaborative approach will be crucial for the successful implementation of digital exams and ensuring a positive experience for all involved.

Disclaimer: This article is based on the provided information and may not reflect all official IB policies or procedures.

The International Baccalaureate education system is much more than a curriculum—it is a launchpad for creating well-rounded, global citizens. By promoting cultural awareness, critical thinking, and leadership, the IB prepares students to address complex challenges and lead with purpose in a multicultural world.

By teaching students effective communication, respect for diverse perspectives, and a global mindset, the IB equips Cyprus’ youth to excel in both local and global markets, preparing them to become the future-ready leaders the country needs. Leadership demands more than just technical skills and academic knowledge; it calls for cultural awareness, adaptability, and a deep understanding of global perspectives.

The IB education system has emerged as a powerful tool to prepare Cypriot youth for leadership roles in an increasingly multicultural world. With its focus on holistic development, critical thinking, and international-mindedness, the IB equips students with the skills they need to excel not only in Cyprus but globally.

A Curriculum Designed for Global Citizens

The IB curriculum stands out for its unique approach to learning. Unlike traditional education systems that prioritize rote memorization and examination scores, the IB focuses on conceptual learning and inquiry-based education. Students are encouraged to ask questions, seek answers, and develop a deeper understanding of the world around them.

According to the IB Organization, more than 7,500 schools in over 150 countries currently offer IB programs. This highlights its growing relevance and long-term benefits for students.

Promoting Cultural Awareness and Global sr Perspectives

What sets the IB curriculum apart is its innovative approach to learning. Unlike traditional systems that often focus on rote memorization and test scores, the IB prioritizes conceptual understanding, inquiry-based education, and real-world application. Students are encouraged to question, explore, and gain a deeper perspective of the world around them.

For instance, an IB student in Cyprus studying climate change will not only learn its scientific basis but will also explore its effects on communities in Africa, Europe, and Asia. By learning how different nations tackle common challenges, students develop empathy and an ability to collaborate across borders.

A study conducted by the International Baccalaureate Organization found that 85% of IB Diploma graduates believe the program made them more aware of global issues and perspectives. This awareness is vital for future leaders who must work in multicultural settings and navigate cross-cultural challenges.

Nurturing Critical Thinking and Problem-Solving Skills

In a world that values innovation and adaptability, critical thinking and problem-solving have become essential leadership skills. The IB stands out for fostering these qualities. Instead of spoon-feeding knowledge, IB teachers act as mentors, guiding students to analyze, question, and arrive at their own conclusions.

A prime example is the Extended Essay in the IB Diploma Programme—a 4,000-word independent research paper that teaches students essential skills like time management, research methodologies, and analytical thinking. Likewise, the Theory of Knowledge (TOK) course challenges students to reflect on the nature of knowledge and think critically about how they perceive the world.

These experiences align with global workforce demands. The World Economic Forum’s Future of Jobs Report identifies critical thinking and problem-solving as top skills employers seek. IB students, equipped with years of research-based learning and analytical practice, are uniquely prepared to meet these expectations.

Addressing Cyprus’ Need for Future-Ready Leaders

Cyprus’ economic growth demands leaders capable of thriving on a global stage. As industries like technology, healthcare, and finance become increasingly interconnected, professionals must collaborate across borders, navigate cultural nuances, and solve complex challenges.

The IB Diploma Program addresses this need by fostering critical thinking, innovation, and inquiry—skills essential for 21st-century leadership.

Recognized by international universities, the IB is an appealing choice for parents seeking holistic education for their children. However, integrating the IB in Cyprus poses challenges, including recruiting trained teachers and transforming traditional school cultures. Despite these hurdles, many schools are adapting, reflecting a growing acceptance of its progressive approach.

By teaching students effective communication, respect for diverse perspectives, and a global mindset, the IB equips Cyprus’ youth to excel in both local and global markets, preparing them to become the future-ready leaders the country needs.

Paving the Way for Cyprus’ Future

The International Baccalaureate education system is much more than a curriculum—it is a launchpad for creating well-rounded, global citizens. By promoting cultural awareness, critical thinking, and leadership, the IB prepares students to address complex challenges and lead with purpose in a multicultural world.

As Cyprus continues to rise on the global stage, the next generation of leaders will be instrumental in shaping its future—and IB education is at the forefront of this transformation.

For parents seeking an education that prepares their children not just for exams, but for life, the IB program offers a robust foundation. By investing in IB education, we are not only shaping brighter futures for students but also contributing to a world led by compassionate, capable, and visionary leaders.

Very exciting to hear that the MYP BETA trial has started.

This an initiative that aims to refine and simplify the current MYP framework, making it more adaptable for schools, more straightforward for teachers, and better overall for students.

evolves to meet the demands of 2040 and beyond, schools are embracing innovative, technology-driven methods that promise a more personalised and meaningful learning experience.

Transitioning from a standardiased, one-size-fits-all approach, education is now focusing on individualised learning paths that leverage digital tools to allow students to progress at their own pace.

This shift is characterised by an emphasis on deeper conceptual understanding, critical thinking, and real-world applications, moving away from rote memorisation and standardised testing – more towards adaptive diagnostic assessments.

The integration of flexible learning models, advanced educational technology, and a holistic approach to intellectual, social, emotional, and physical development ensures that students are well-equipped to become the leaders and innovators of tomorrow.

By fostering creativity, resilience, and a love for learning, the education system is becoming more adaptive, inclusive, and relevant, preparing students to thrive in a rapidly evolving world.

Education is really embracing the future and preparing students for 2040 and beyond. There are challenges, however the shift is really happening.

Flexible Learning:

Today: Standardised, one-size-fits-all model with all students in the same grade learning the same content at the same pace is shifting to more personalised learning

2040: Personalised learning paths using digital technologies, allowing students to learn at their own pace with targeted learning based on inspiring learners and not dictating learning

Broader Learning Priorities:

Today: Focus on rote memorisation and standardised testing, with an emphasis on factual and procedural knowledge is still prevalents in some schools

2040: Emphasis on deeper conceptual understanding, critical thinking, and real-world application of knowledge, integrating subject knowledge with skills and personal attributes like creativity and resilience – this is now dominating most classrooms in good schools

Continuity of Learning:

Today: Fixed stages of education with distinct transitions and time-based progression, regardless of student readiness – this is driven by many fixed curriculum models and following published books.

An example is the International Baccalaureate (IB) prepares which students by offering a continuum of learning from early childhood to university entrance, ensuring smooth transitions between educational stages. It focuses on inquiry-based learning, critical thinking, and real-world applications, allowing students to progress at their own pace.

By emphasising intellectual, social, emotional, and physical development, the IB’s holistic approach equips students with the skills and knowledge they need to succeed in higher education and beyond, addressing the limitations of fixed stages and time-based progression found in traditional curricula.

Technology

Education is innovatively preparing students for 2040 and beyond by embracing new methods that are both technology-driven and pedagogically sound.

Schools are adopting flexible learning models, leveraging digital technologies to provide personalised learning paths that cater to individual student needs.

The focus has shifted from rote memorisation to fostering deeper conceptual understanding and critical thinking skills, crucial for real-world applications.

A prime example of this transformation is the way phonics is taught.

Daily practice and multi-sensory techniques ensure that foundational skills like phonics are firmly established.

Differentiated instruction and regular assessments guarantee that no student is left behind, while interactive lessons and educational technology, such as apps, e-books, and virtual reality, make learning engaging and accessible.

Speech recognition software provides immediate feedback on pronunciation, enhancing phonics learning.

Phonics apps offer interactive games and activities, while online programmes provide structured lessons and exercises. Interactive e-books with built-in phonics activities and educational videos make learning fun.

Virtual reality creates immersive environments for practical phonics practice, and interactive whiteboards bring phonics lessons to life in the classroom.

Additionally, Drop Everything and Read programmes encourage students to dedicate specific times to reading, fostering a love for literature and improving literacy skills.

Parental involvement further reinforces these efforts, creating a holistic and supportive learning environment.

By integrating these innovative approaches, education systems are becoming more adaptive, inclusive, and relevant, equipping students with the skills and knowledge they need to thrive in a rapidly evolving world.

With a vision developing into a comprehensive strategy this will ensure that today’s learners are well-prepared to become tomorrow’s leaders and innovators

These changes aim to create an adaptive, inclusive, and relevant education system, preparing students to thrive in a rapidly changing world.

What is intercultural understanding?

Intercultural understanding consists of the knowledge and appreciation of cultural similarities and differences, and the skill of reflecting on one’s own culture in relation to others. This understanding is a vital skill for navigating our diverse and interconnected world. At its core, it involves recognizing and respecting cultural differences, which can significantly impact personal and professional interactions. This understanding is not limited to specific academic subjects but is applicable across various real-life contexts.

Students develop intercultural understanding over time through exposure to different cultures, engagement in meaningful dialogues, and participation in activities that require collaboration with diverse groups. Educational approaches like service-learning, study abroad programs, foreign language learning, and the use of technology can significantly enhance this development by providing authentic experiences and practical applications.

Cultural factors deeply influence intercultural understanding, making it essential to consider diverse perspectives and contexts in education. Effective instructional strategies are crucial for fostering this understanding, although more research is needed to identify universally effective methods. Strategies such as project-based learning, reflection exercises, and interactive discussions can help students build empathy, adaptability, and global awareness.

Measuring intercultural understanding involves both direct and indirect methods, including projects, performance tasks, and self-reflection. These assessments ensure that students can demonstrate their intercultural competence in meaningful ways, preparing them for real-life challenges and opportunities.

Linking it to the IB

The International Baccalaureate (IB) curriculum is designed to develop intercultural understanding among students, preparing them to be globally aware and empathetic citizens. The IB emphasizes the importance of intercultural understanding through its core values and educational approaches. By integrating service-learning, study abroad programs, and foreign language learning into its curriculum, the IB provides students with opportunities to engage with diverse cultures and perspectives.

The IB’s focus on reflective practices and critical thinking further enhances students’ ability to understand and appreciate cultural differences. Through interdisciplinary projects and inquiry-based learning, students are encouraged to explore real-world issues from multiple perspectives, fostering a deeper understanding of intercultural dynamics.

By fostering intercultural understanding, the IB equips students with the skills they need to navigate an increasingly globalized world, promoting not just academic success but also personal growth and social cohesion. An IB education prepares students for the complexities of the modern world, cultivating a generation of empathetic, culturally aware individuals ready to thrive in a diverse and interconnected global community.

Intercultural understanding is essential in creating world leaders for several reasons:

1. Global Perspective: Leaders with intercultural understanding can view issues from multiple cultural perspectives, making them more adaptable and better equipped to navigate the complexities of a globalized world.

2. Effective Communication: Understanding different cultural norms and communication styles enables leaders to interact more effectively with diverse teams, stakeholders, and international partners, fostering collaboration and mutual respect.

3. Conflict Resolution: Leaders who appreciate cultural differences are better prepared to mediate conflicts and find solutions that respect all parties’ values and beliefs, promoting peace and cooperation.

4. Inclusive Leadership: Intercultural understanding helps leaders create inclusive environments where everyone feels valued and respected, enhancing team cohesion and driving innovation.

5. Empathy and Respect: By recognizing and valuing cultural diversity, leaders demonstrate empathy and respect, building trust and strong relationships with people from various backgrounds.

In summary, intercultural understanding equips future world leaders with the skills needed to foster global collaboration, navigate cultural complexities, and lead with empathy and inclusivity. These qualities are crucial for addressing the challenges and opportunities of an interconnected world.

The International Baccalaureate Organisation (IBO) has revealed details of its plans to pilot digital exams for its Diploma Programme (DP) in the summer of 2026, with the aim of all DP exams being taken using computers in the 2030s.

In total, more than 60 “pioneer schools”, teaching 3,000 pupils, are set to take part in the first pilot, with English language and literature, Spanish language and literature and English B (standard level) becoming the first subjects to be delivered digitally. More will be added in each of the following years, including French, Arabic and Chinese.

While the IB already uses digital assessments for its Middle Year Programme (MYP) exams, the move to do this for its high-profile DP exams, which determine students’ onward university or employment options, is a notable development.

The time has come

Speaking to Tes about the plans, IB director of assessment Matt Glanville said the organisation wants to “embrace digital innovation within the education system” by delivering exams in a way that is more realistically aligned to how students already learn and will work in the future.

“They’re not going to spend three hours writing down an essay. They’re going to be interacting with computers in their day-to-day life,” he said. “So why don’t we make this the way they engage [with exams].”

He said the aim is that after the first digital exams have taken place in 2026, the IB will bring “a wider range of subjects and more schools” into the fold as part of a steady shift to digital assessments: “We’re very conscious it is a big change for many schools, so we’re trying to do it in a proportionate way – not a big bang.”

This also means digital exams will match the content of paper exams for the years ahead, to ensure there is “comparability” between students, he added.

New possibilities

Mr Glanville said there is no question that moving to digital exams opens up new assessment possibilities that the IB organisation wants to explore.

“There is low-hanging fruit, like using video or audio clips, but also the potential for things like [students] being able to generate their own data in a science exam that they use to answer questions, or moving beyond two-dimensional graphics in chemistry.

“As an assessment expert, these opportunities are what makes me really excited.”

As part of preparations for this transition, the organisation surveyed its member schools to understand their readiness for digital exams and, as a result, is confident they can move forward.

“We found the vast majority of schools have the infrastructure to support this, and those that don’t are planning to have that infrastructure as part of their teaching and learning,” Mr Glanville said.

“So we are very comfortable schools will be able to get the infrastructure in place in the timelines that we are thinking of.”

He acknowledged many schools will still have questions about how it is going to work, but said the pioneer school insights should prove to teachers that it can work, while also helping to ensure that parents and pupils are on board too.

“I think there is a groundswell of strong desire from students to interact in the way that makes sense to them,” he said, adding that it should improve accessibility arrangements too.

“At the moment, access arrangements require students to tell us in advance about their need for a different colour palette or fonts, and so on. But with the digital environment, they can have control over those elements,” he said.

Read more: What is the International Baccalaureate?

Leaders reactions

The IB organisation would also give teachers and pupils the opportunity to try out its online assessments – similar to how practice papers are used – in a public-facing online portal, he said.

“It’s absolutely critical we support teachers by giving them the chance to see what it’s going to look like, [so] we will be offering practice exams for them to see how the system works, what the buttons do, how you click through, what it looks like.”

The plan comes almost three years after the organisation’s director general, OIli-Pekka Heinonen, told Tes that he wanted to start considering how to embrace digital assessments in the IB. At the time, leaders were broadly supportive of this aim.

Now, with a timeline for how it will happen, leaders have once again given a cautious welcome to the move.

Tracey Trusler, academies director (south-east London and north-west Kent) for the 33-school Leigh Academies Trust, the largest IB community of schools in Europe, said she welcomed the development and was something she felt most pupils would welcome too.

“We are a digital trust and it’s the usual way of working for all of our students, so I don’t think they would be fazed in any way,” she told Tes, adding that the trust’s investment in digital strategy means it would be confident of having the infrastructure in place already.

“We have a very strong IT team, from the networking and infrastructure to the digital curriculum and the learning platforms. All those things are in place, so our team would be well equipped to, if this becomes the norm, adapt and build on the infrastructure if necessary,” she said.

John Nicholls, director of education at the international schools group Globeducate, also welcomed the move and said that starting with a “small set of exams and slowly rolling out the programme makes sense”. He was confident its schools had the infrastructure to deliver digital exams – and that this was likely to be welcomed by its community.

“Students and teachers will appreciate this new development as so much work is already produced digitally rather than handwritten,” he said.

He added that it would likely remove logistical issues around “storing and giving out physical papers” and help to reduce the environmental impact of exam season.

Laura Hamilton, assistant head (IB diploma) at Aiglon College in Switzerland, also welcomed the staggered timeline, but said the need for clear and prompt communications to schools was vital as it progressed.

“The IB must recognise the immense workload of DP coordinators and examination teams during exam season,” she said. “It’s crucial to avoid adding unnecessary stress to both staff and students in an already demanding period.”

She also said her school was confident it had the necessary infrastructure and devices to deliver digital exams and welcomed the reduced environmental impact – noting, too, that the change could have benefits for exam markers.

“An obvious advantage is that it will help examiners assess more consistently, removing frustration from deciphering handwriting from exam scripts.”

Issues ahead

However, she noted new challenges would emerge, such as ensuring that invigilators had the technology skills to fix any issues that arise during exams.

Concerns around technology were also raised by Liz Free, CEO and director of International School Rheintal in Switzerland, and a member of the Tes Global Advisory Board, who said a fully digital IB DP system would require a substantial investment of at least £25,000 for her school.

“We would require many more exam-ready devices that are essentially then used for only one purpose,” she told Tes.

“We have found protocols for examination usage for students using digital devices already, as part of inclusive accommodations, are so specific that you can’t take the risk of having multi-use devices that are used for other purposes throughout the year.”

She said issues such as the internet going down on an exam day would also need consideration: “Protocols will be put in place but it does create an additional risk, which needs to be managed and, hopefully, mitigated.”

Nevertheless, Ms Free said she thought students would welcome the switch to digital exams and that plans to trial it over a number of years to address any issues were sensible.

Mr Glanville said that ultimately, this was the organisation’s aim, and that it was confident that the widespread use of technology across society, combined with allowing time to address any issues that may surface, made it the right time to plot its path to a fully digital exams system.

“Education is always quite risk averse to making changes, but now there is public confidence that we know technology works well in so many aspects of our lives, we can take that confidence into the education space.”

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Dan Worth