by Kim Peters
In January 2023, Independent Schools Council (ISC) Research reported that 6.5 million children between the ages of 3 and 18 are enrolled in over 13,200 international schools worldwide. More than half of these schools are located in Asia, with China and India leading in numbers. This growth reflects the rising demand for international education across the region and the evolving expectations of parents who want the best for their children.
A Shift in Parental Expectations
As an educational leader involved in international education since 2008, I have observed significant changes in how Asian parents approach international schooling. In the past, many families sent their children to international schools in their home countries or opted for education in popular destinations such as the USA, UK, Australia, Canada, and New Zealand, with the primary aim of improving their English proficiency and gaining access to universities in these countries.
Fast-forward to today and the picture looks significantly different. Many of these parents were themselves recipients of international education, and they are now seeking a more holistic approach for their children. While they still value the benefits of creative thinking, problem-solving, and leadership development offered by international curricula, they also want their children to remain connected to their cultural heritage and values.
Creative Thinking and Cultural Awareness
Asian parents today are keen for their children to acquire the skills necessary to succeed in a globalised world, such as critical thinking, innovation, and independent learning. However, they are also mindful of the importance of cultural identity and the need to preserve traditions and values. Many parents who studied abroad faced difficulties adjusting to life in foreign countries and, upon returning, found it challenging to reconnect with their own culture. In some ways, these parents experienced even more challenges than third-culture kids, who grew up between multiple cultures but developed their own unique identity. As a result, they are now looking for an educational approach that provides the best of both worlds—one that blends the creativity and flexibility of international education with the values and traditions of their heritage.
An Opportunity for Educational Leaders
From an educational leadership perspective, this presents an exciting opportunity. International schools can play a pivotal role in fostering both critical thinking and cultural appreciation. By developing curricula that respect and integrate local values while encouraging independent thought and inquiry, schools can offer students a well-rounded education that prepares them for the future without compromising their sense of identity. Some educators may be concerned that governments in Asia have become more involved in the curriculum offered at international schools. I know some regulations from governments go beyond ensuring that local values and traditions are respected. I hope even these changes and challenges represent an opportunity to create a more balanced and inclusive educational experience.
Preparing Students for the Future
In practice, this balance can be achieved through culturally sensitive teaching methods, thoughtful curriculum design, and open communication with parents. International schools can encourage students to explore global perspectives while also engaging with their cultural backgrounds. For example, co-curricular activities that celebrate local customs and festivals can be combined with programs that promote leadership and innovation, helping students navigate both the local and global context.
Ultimately, the goal is to ensure that students are equipped with the skills needed for success in the twenty first century—critical thinking, creativity, communication, and collaboration—while also fostering a deep understanding and appreciation for their culture and values. By doing so, international schools in Asia can not only meet the needs of today’s parents but also help students become well-rounded individuals who are confident, empathetic, and globally minded.
Conclusion
As the demand for international education continues to grow across Asia, it is essential for schools to remain adaptable and responsive to the evolving expectations of families. By respecting cultural values while providing international education, international schools can create an educational experience that benefits both students and their communities. This approach offers the potential to develop future leaders who are not only prepared to succeed in a globalised world but also deeply rooted in their cultural heritage.
LYIS is committed to providing expert guidance on all aspects of international school leadership. If you would like help and support with adapting your leadership to the school context or any other leadership issue, please speak to André Double, WeChat: AndreDouble
Kim Peters is the Head of School, TESLA Education – IB World School, Ho Chi Minh City, Vietnam
To connect with Kim on LinkedIn: linkedin.com/in/kim-peters-3854b859
Next week’s Principal’s Blog is written by Ryno Engelke, Head of Upper School, Wycombe Abbey School Nanjing
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Thanks Kim for your valuable insights into the changing landscape of international education in Asia. There is definitely a growing demand for schools that can balance international curricula with cultural heritage!