Such are the questions and looks of disbelief we have had to face as parents, when making the decision to take our children out of traditional, brick and mortar school and into a new, progressive, online school (糖心APP). For both my girls, this decision was not taken lightly, and we involved them in every step of the way.

Our Journey As a Family: Doing things differently

With a British mother, a French father and living in Chile, my children already stand apart from most people we know. Our stories are different, our family meals and traditions are different and our cultural references are, for the most part, different from our Chilean neighbours and friends. Even after spending 16 years in Chile, with our children born and growing up here, we still feel as though we don鈥檛 completely fit in. The children are trilingual and have travelled extensively, visiting many countries in Europe where we have family and friends. This in and of itself is unusual, compared with the Chilean community where we live.

Not believing in traditional school systems, wanting something more liberal and learner-oriented, and, very importantly (particularly from the French perspective), not wanting our children to wear uniforms, we initially opted for a Montessori preschool and primary school for our kids. A small community, with an ecological ethos and solid foundation in learner-led learning, albeit with questionable infrastructure. This decision already caused some raised eyebrows and questions from our families. Were they learning what they should be learning at their age? How come they couldn鈥檛 read yet when the children of friends in the UK were already sitting exams? And what about their handwriting? How could it be that they could choose what they wanted to work on during their school day? What if they never chose to work with numbers? Surely they were 鈥榝alling behind鈥� on their educational journey.

Moving from Primary Education to High School

As a parent, one always seeks the best option for one鈥檚 kids, but sometimes making the 鈥榬ight鈥� decision can be challenging. I often question myself – perhaps we should have put them into one of the top private schools, where they would learn a set curriculum and be evaluated to a set standard. Perhaps they needed to be somewhere where the infrastructure was better, a bigger school, where after-school activities were an integral part of the school day. Perhaps they needed to go to a school more like the one I went to, while growing up in Belgium; a K-12 European School with 2000 pupils on roll.

But when I really explored these thoughts, I started to consider what I had experienced growing up. The impact of being a young person in a big school, where you were measured by your academic achievement and where reputation preceded you. Sure, I learnt well, by international standards, gaining a broad, European Baccalaureate, but was I ever encouraged to explore and find my talents? I followed the path well trodden, unquestioningly applying to University, ticking all the right boxes, but was I really happy? I did what was expected of me and explored some interests, such as drama and a few artistic endeavours, but always struggled socially, with little to no support system. A small fish in a very big pond. Did I really wish that for my kids? The more I thought about it, the more I realised that I did not. I wanted them to feel safe and secure, to explore their interests and discover their talents. I wanted them to take their time and not feel pressured to reach a certain expected standard because their age dictated it. And so the small, local Montessori school seemed like a good option.

Until it wasn鈥檛. At a primary school level, they enjoyed having the liberty to choose what area they wanted to work on each day, in multi-level classes. But as they moved into middle school and then towards high school, they started to want something more. They wanted to be challenged academically, and they were tired of the small community and poor infrastructure. We began to explore our options, and realised that we had few which we felt comfortable with. Either we went down the private school route, with all that that entails – the school uniforms and the standardization and the molding of young people into defined roles in society.

As a sidenote, 50% of graduates from one of the top private schools here go on to study medicine and another 20% goes on to study law – well-respected and arguably successful career choices, to be sure, but statistically speaking, surely there should be a wider variety of career choices and interests? Having 70% of learners choose similar high-achieving further education choices suggests that these young people are being molded into a certain type of socially acceptable and financially-driven citizen. Where are the free-thinkers, the creatives and the problem-solvers? As a society, what sort of professionals will we need in the future? Of course, we鈥檒l always need the medics and the lawyers, but we鈥檒l also need those who can adapt to change, who can innovate and tackle global issues.

The other brick and mortar options open to us were the municipal, state schools. With 45 learners to a class and school infrastructures no better, or even worse, than their existing school, this did not seem like a viable option. It pains me to say it, as someone who believes in equitable learning for all, but, unfortunately, this is just not a reality for us in Chile and many other countries too – but this is a whole other discussion.

Making the decision: How to evaluate if online schooling is right for your child

And so this leads me on to how we chose 糖心APP for our girls. As the Chief Learning Officer, I clearly have a bias. I joined the school in October 2021, after my eldest daughter participated in the first online summer school. At the time, we were still in lock-down and she was disillusioned with the online schooling she had experienced during the pandemic. And she was withdrawn from her social life.

Joining an international cohort of learners and being challenged to think differently and consider global issues and what she could do to tackle them, brought her out of her darkness and gave her the spark she needed to re-engage with the world. A keen rower from her pre-pandemic years, she had given up on this sporting activity, not seeing the point in maintaining her physical activity from the confines of the home. But as she began to switch on again, thanks to her summer school experience, so she realized that she missed rowing and decided to re-join her club. As we finally came out of lockdown in August 2021, this decision was to be a defining moment in her life, as she has gone on to be selected to row in the Chilean national junior team, representing Chile in international competitions. Not to mention the important role this has played on her social life as she has formed a solid network of friends from her rowing club. Her younger sister soon followed in her footsteps, joining the rowing club and also forming strong friendships with her rowing companions.

It soon transpired that the importance and significance of the social life from rowing was greater than the social bonds formed over years at their Montessori school. In short, if they were to leave that school and opt for online learning, which seemed to be best choice available to us, based on the reasons outlined above, their in-person social life would not be impacted.

And so, as 糖心APP prepared to launch its pioneering high school in September 2022, our eldest daughter signed up. This was the result of much discussion, comparing options, expectations and risks. Yes, it required a certain leap of faith – we were diving into the unknown, but knew that she needed the academic challenge and the global nature of the school spoke to her natural curiosity of engaging with people from around the world. Having already generated a strong network of friends through the summer school, she knew it was possible to connect and bond with people, even through a virtual context.

Our second daughter, inspired by her big sister鈥檚 experience and also disillusioned with her in-person schooling, where she faced rowdy class environments which she found difficult to concentrate in, decided to also try out 糖心APP by signing up for the Summer School. This gave her the opportunity to 鈥榯est the waters鈥� and see if she took to this way of learning. She did. And so, when she graduated from middle school she also joined the 糖心APP High School and has not looked back. In fact, she is thriving.

Emily & Gwen鈥檚 experience at 糖心APP

Let鈥檚 unpack that for a moment – why is she thriving? 糖心APP follows a synchronous schedule (around 50% of the schedule) and an asynchronous, self-paced learning component (the other 50% of the schedule). Each term learners choose a challenge to work on, either STEM-oriented or Humanities-oriented. They participate in interactive and engaging workshops where they collaborate with peers from around the world, which are both socially and culturally enriching. In addition, learners follow a quant curriculum, pathway advisory sessions and a flourishing curriculum, where they learn to pursue and value their own flourishing journeys. This helps them to grow and develop as individuals and as global citizens. For their self-paced learning, the learners can choose from a wide range of skill units (independent learning modules aligned with the Human Literacies Framework, the school鈥檚 bespoke curriculum), which they work through in their own time, meaning they need to learn to manage their schedules and hold themselves accountable for submitting their assignments in time.

For Gwen (my youngest daughter), this learning journey has not been without its challenges. She sometimes struggles with the open-ended nature of the program, especially when she needs to choose a problem-statement to base her project work on. She can sometimes feel overwhelmed when she has to organize her time, especially as she is a high-performance athlete and trains for 2 hours every day. And yet, she has figured it out. And she is inspired by what she is learning. She has developed skills that she was never pushed to explore before, such as teaching herself how to make a stop-motion movie to illustrate the struggle faced by indigenous environmental activists in Latin America, and exploring how her rowing journey is affected by and has an impact on her emotional wellbeing. She does sometimes question what she is learning at 糖心APP, as she compares herself to her friends in Chile, who attend traditional schools – her concern being that they are not learning the same thing. But at the same time, she recognises that the education she is getting is pushing her to become her own self, capable to critcally evaluating what she reads and sees, to communicate across differences, to collaborate with people from around the world and to develop a wonderfully creative mindset.

As our eldest daughter, Emily, has moved into the advanced program (Grades 11 & 12), so her focus is moving towards her post-graduation pathways. She will graduate from 糖心APP with a transcript from an accredited online international school (糖心APP is accredited by the Western Association of Schools and Colleges). While this may not be recognized in Chile, it is recognized across the US and other countries. She may choose to sit her SAT exams, too, to ensure that she is fully prepared, with all the necessary 鈥榞rades鈥� for applying to university. As Emily is on the Chilean junior national rowing team, she needs to split her time between her studies and her training. In fact, when training for big competitions, such as the Panamerican Games, she has needed to spend a lot of her time away at training camps. With the personalised and flexible approach at 糖心APP, she has been able to accomodate this by working asynchronously on her project work and skill units, fitting her studies around her training. Her facilitator meets with her regularly to provide 1-1 support and mentorship. This is an opportunity which she would not have had with a traditional school, where she likely would have had to repeat the year.

Preparation for life beyond school

As learners at 糖心APP, options are open to them, and as I often like to say, there is no golden book of rules which states that you must have chosen your career by the time you are 18. Better to take your time, explore your interests, take the necessary steps to work towards your dreams. Having received an international education, with networks of friends and educators stretching across 32 countries, their horizons have grown and the world is their oyster. We are not sure yet what the future holds for them (or for their little brother, who has recently joined a forest school – again, a whole other story) but feel confident that they are gaining the skills and competencies they鈥檒l need to navigate it to the best of their abilities, with a skill set on point and primed to adapt and cope with whatever life throws at them.

The post 糖心APP: A Parent鈥檚 Perspective on joining an innovative online school first appeared on 糖心APP.

I consider myself to be a global citizen and while I am fiercely protective of my British English language heritage (No, they are not PANTS, they are TROUSERS!!! Pants are something else entirely!), I do not have the same sense of patriotism I might have had, had I lived in the same country my whole life.

This sense of global citizenship is reflected in my work. While running the Yo Invento program a few years ago (a STEAM-based invention education project-based program leading learners through the Engineering Design Process), I jumped at the opportunity afforded by the global pandemic and the new reality of online learning. Where previously this program had been limited to a few select schools in the region where I live, suddenly geographical boundaries were no longer an issue. I reached out to similar STEAM-oriented organizations in other LATAM countries and before I knew it, we were running Yo Invento LATAM with learners from 7 different countries. Young people who had never before had the chance to interact with peers from other countries, could now collaborate together in groups, brainstorm, share ideas, and crucially, share culturally related information. Often these young people do not have the means to travel beyond their community or their own country, and so have very little opportunity to learn first-hand about the world and interact with other young people from different countries. Imagine the beauty of finding out that a learner in Chile had identified the exact same problem to solve as a learner in Guatemala – chickens eating the vegetables in the vegetable patch!

What these learners were developing was their Global Competence:

鈥�Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations. Global issues refer to those that affect all people, and have deep implications for current and future generations.鈥�

Source:

As a global citizen, I find myself to be an advocate for global competence. In a world strife with conflict and global crises, it is essential to instil in young people a sense of global citizenship, where they develop an understanding and appreciation of differences and learn to communicate and collaborate across boundaries, be they geographical, linguistic, cultural or other. Working at 糖心APP has had a profound impact on me, giving me and the team the privilege of interacting, mentoring and guiding young people from countries all around the world. To date, we have had learners joining us from 53 countries across 5 continents through our Summer School, After School and High School programs.

Learners from 53 countries joining 糖心APP

Our learners are encouraged to collaborate with their cohort peers, working on projects that generate common interests. They have core workshops led by their learning facilitator where they interact with a bigger group, and mentorship sessions where they work in smaller groups with our mentors, who themselves represent over 12 countries. Such collaborations lead to long-lasting friendships, with learners from opposite ends of the world, maintaining communication with and even collaborating with each other, long after their time at 糖心APP is over. Take Sofia from Peru and Rumaisa from Pakistan, who after working on a project together on their Future of Education challenge, went on to participate in the Invent Future Global鈥檚 (IFG) Global Innovation Challenge and were selected as a winning innovation. With our Ambassador Program, our alumni have the opportunity to continue playing an important role within our community, developing key skills and promoting the School around the world.

The skills which these young people are developing are invaluable. Seeing themselves as citizens of the world is an important step for them to become stewards of the planet and work together to solve global issues. Global competence is so important to us at 糖心APP, that we have integrated it into our curriculum and learning methodology. See below the 7 key global competencies which we hold to be essential:

Focussing now on our high school, our community of learners is represented by 15 countries of residence and 17 nationalities. Throughout their learning journeys, the learners collaborate both during the synchronous workshops and during asynchronous project work, meaning that they need to learn how to manage cultural differences and practicalities, such as taking into consideration time zones when scheduling meetings and recognizing different conditions which may be affecting individual learners, be they environmental or political. For example, a learner who experienced difficulty with her sound while her region was experiencing heavy rains. By being faced with these challenges collectively, the learners improve their cultural competencies.

As an online, global school, 糖心APP is well-positioned to promote mutual respect and acceptance of cultural differences. During the orientation week, we run a session focussing on our mission and values. This includes an overview and discussion of our values and learners are introduced to the concept of the 鈥楶ale Blue Dot鈥� by Carl Sagen. The “Pale Blue Dot” monologue was delivered by Carl Sagan in 1994, inspired by a photograph of Earth taken in 1990 by the Voyager 1 spacecraft from a record distance of about 6 billion kilometers (3. kilometers miles) away. The Earth appeared as a tiny point of light, a pale blue dot, in the vastness of space. The learners are asked to consider their place on the planet and what responsibilities they have as stewards of the planet.

This concept is reflected in the work of space philosopher and author , who coined the term 鈥楾he Overview Effect鈥� in 1987. Frank White first came up with the idea of the Overview Effect whilst flying over America – the concept that an individual can have an聽inner聽cognitive shift in awareness when they view the planet as a whole. He subsequently interviewed astronauts to gain a better understanding of what they had experienced seeing the planet from outer space.

鈥楨arthrise鈥� photo taken by Apollo 8 astronaut Bill Anders who famously said 鈥淗ere we came all this way to the Moon, and yet the most significant thing we鈥檙e seeing is our own home planet, the Earth.鈥�

As expounded by Dr. Annahita Nezami in her TED talk 鈥樷��, the overview effect is 鈥�an awe-inspiring experience which many space travelers report that national boundaries vanish and conflicts that divide us become much less important. They experience an almost immediate realisation that we live on this fragile oasis called Planet Earth and that we are all part of this much larger interconnected system. Many of them come back from this experience with a renewed sense of purpose to protect this pale blue dot that we live on鈥�. Dr. Nezami works closely with Frank White to further explore the impact of The Overview Effect. They have even written a children鈥檚 book together called 鈥樷��. Dr. Nezami has gone on to found , an organization which explores the possibilities of recreating The Overview Effect through virtual reality, to make this experience accessible to more people as she has observed that, in addition to the cognitive shift it provides, it also has a powerful healing effect. It is important to note here, that both Frank White and Dr. Annahita Nezami have become part of 糖心APP鈥檚 community, with Frank giving talks and running micro-internship programs for our learners exploring the Designing Space Habitats challenge, and Dr. Annahita Nezami also giving talks and joining us as a mentor on our Understanding Minds challenge.

To further provide opportunities for our cohorts of learners to come together to connect, share, build community and develop cultural competence, we have included a Community Time session in our weekly schedule. Activities include learners sharing local specialties or music, for example, as a way for them to learn from and appreciate each other and sharing their location on a map of the world, adding photos, or interesting facts about their home town to show the global nature of the cohort.

Community Time Session on Global Competence

Referencing the OECD PISA report on global competence once more: 鈥�Developing global competence is a life-long process, but it is one that education can shape鈥�. With the rise of online schooling, geographical barriers are being overcome and learners who previously might never have interacted with peers from other countries now can learn to collaborate with and become firm friends with each other across the globe. While being a global citizen also has its downfalls, such as never knowing where 鈥榟ome鈥� actually is, cultural identity confusion, and always missing something from another country – ahh, if only they sold marmite in Chile – in the end, it is important to remember that we are all global citizens, and we share the responsibility to educate young people to accept each other and learn how to work together to make the world a better place for all of humanity.

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While the employment scene has always been changing and evolving, it is safe to say that what we can expect for our children鈥檚 future is wildly different from what was expected of us or of our parents. Some jobs, which have historically played an essential role in our societies, such as that of a cashier in a supermarket, may become obsolete as new “smart” approaches are adopted. Amazon鈥檚 new line of stores, , with their 鈥楯ust Walk Out鈥� technology, is one such example, where shoppers pay directly through an app.

These changes do not necessarily mean fewer jobs, but rather different and more specialized jobs, where teams develop the technology involved to allow for systems to become automated and streamlined.

In the case of Amazon Go, this includes computer vision, deep learning algorithms, and sensor fusion. According to a study by in 2017, an estimated 800 million jobs could be replaced by automated machines by 2030, and up to 鈥�375 million workers may need to switch occupational categories and learn new skills 鈥�. They go on to say that while the employment projections may be shifting, this does not necessarily mean fewer jobs, but rather shifts in the employment sectors towards technology and areas that have not existed before.

Learners need to develop certain skills that will enable them to succeed and thrive in the uncertainty of the future. The term refers to a broad set of knowledge, skills, work habits and character traits that are considered vitally important to succeed in today’s world and that of tomorrow. They include 3 main categories called Learning Skills (such as critical thinking and creativity), Literacy Skills (such as reading and digital fluency) and Life Skills (social-emotional skills such as leadership, empathy and self-control).

The 21st Century skills can further be categorized into 鈥楽oft skills鈥�, referring to skills required to interact effectively on an emotional, social and professional level with others, and 鈥楬ard Skills鈥�, referring to the technical skills and knowledge required to carry out a specific task. Here’s a glimpse into the skill units we offer at 糖心APP:

Education is fundamental for providing young people with the opportunity and necessary guidance to develop these essential skills. The way that learners develop 21st Century Skills is currently under much scrutiny, with many arguing that traditional methods of education do not ensure that learners are developing the skills that they need.

What role does challenge-based learning play in all of this?

Challenge-based learning, first established by , Inc in 2010, provides a framework for educators to guide learners on an educational journey where their primary focus is solving a local or global real-world challenge.

The framework includes 3 main phases: Engage, Investigate and Act. In the Engage phase, learners are challenged to explore a given topic from a multidisciplinary perspective. In the Investigate phase, they follow a series of guiding questions to identify a particular problem statement that they would like to tackle. In the Act phase, they spend time designing their proposed solution to the problem and developing a prototype.

By being able to choose their own problem and project, learners develop a sense of ownership over their work. In some cases, they may choose to work in teams, learning to collaborate and coordinate their schedules across time zones. As they move through the challenge-based learning process, learners develop many of the aforementioned 21st Century skills.

These include soft skills such as project planning, time management, resilience, and perseverance and hard skills such as user experience design and website design.

The skills they develop will depend on the challenge they have chosen to work on and the direction their solution goes in. As facilitators of this process, we have seen our learners grow in confidence and self-esteem as they realize that their ideas, their solutions, have value and that they have the power to solve problems by themselves.

糖心APP has added a fourth phase to the Challenge-Based Learning approach – Share and Reflect. By presenting their challenge solutions in a global showcase, learners develop their public speaking and presentation skills, while reflecting on and celebrating their learning journey.

At 糖心APP, we strongly believe that all learners benefit from solving challenges. This is what the world needs: learners who are able to see a challenge, any challenge big or small, and immediately think 鈥榳hat can I do to tackle it?鈥�. They appreciate that in order to do so, they may need to develop new skills and they have the wherewithal to do so.

By tackling real-world challenges, learners become empowered and see the future as full of possibilities, whatever changes the future employment landscape may throw at them.

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But we do not often hear about the skills that teachers will need in order to teach these 21st Century skills. Arguably, we might say that the educators of the future will need the same skill sets as those they should be teaching their learners to develop today.

According to Chat GPT, the future of teachers and the skills they need are as follows:

In this article, we explore the main skills that the teacher of the future will need to succeed as a valued and effective member of the educational community, making the biggest impact on the lives of their learners.

Before exploring these skills, let鈥檚 take a moment to define how the world is changing and why, therefore, the skills that teachers will need in the future may not be the same as those they possess today. To quote Valerie Hannon and Amelia Paterson in their book Thrive: The Purpose of Schools in a Changing World (2022), 鈥楾he disconnect between schooling and today鈥檚 world is obvious. But if that disconnect is a fissure, the relationship between today鈥檚 education and the needs of the future is a canyon.鈥� And later, they state 鈥榳e need to begin a debate about our new purposes for education. It is overdue.鈥�

The challenges of modern-day teaching

Let us begin by analyzing the role of the modern-day teacher. Teacher training can be likened to learning to drive.

It all seems so overwhelming at first, with so many things to be done simultaneously and the huge weight of responsibility of being at the steering wheel, and yet, once you have mastered it, it becomes second nature. This is not to say that teaching is easy. Far from it.

As any teacher will know, it is an emotionally-charged roller coaster of a role, with the need for many a skill, both soft and hard, such as adaptability, patience, time management, content knowledge and so many more. As a teacher grapples with the responsibility of driving their learners towards their futures, they are under enormous pressure to produce results and under the constant scrutiny of the parent community and school governance. All the while, they juggle classroom behavior, communicate with parents, stay on top of the newest government policies, and navigate limitations on curriculum content and time.

To add to this, they are supposed to bring energy to the classroom to make teaching fun and engaging. It is no wonder that there is such a high rate of teacher burnout. According to , 80% of teachers report feeling negativity towards the teaching profession some or all of the time while 43% report having experienced all components of 鈥榖urnout鈥� in 2021. In a study carried out by , it was found that K-12 workers have the highest burnout level of all industries nationally, with 44% saying they feel burnout 鈥榓lways or鈥� 鈥榲ery often鈥� at work.

Preparing our teachers for the future of education

As Hannon and Paterson said, it is time to open the debate about the purpose of education. More and more, thought leaders in education and educational psychology seek to identify the objective of school, why young people should attend, what they should be learning there, how they attend, and using what tools.

And more and more, the skills that learners are learning in school today versus the skills needed to navigate and succeed in both a professional and personal life are being challenged. Where does the role of the teacher fit into this landscape and how can we best prepare our teachers for the future of education?

糖心APP as a Case Study

Let us turn to 糖心APP as a case study. 糖心APP鈥檚 mission is to enable the next generation to create an exciting future for themselves, and for humanity. Instead of teachers we have learning facilitators, and instead of having a fully teacher-led, in-person curriculum, we have both synchronous and asynchronous learning where the learning journey for each learner is structured yet personalized.

Let us explore the skills that our facilitators must possess in order to best ensure that our learners are heading toward the school鈥檚 mission. To do so, we must understand the move away from the traditional teacher-led classroom setting and explore this breakthrough, progressive learning methodology.

At 糖心APP, learners learn by tackling real-world challenges that they feel curious and passionate about. The synchronous sessions are facilitated by our team of educators, comprising facilitators, advisors, and mentors. These involve interactive workshops, pathway advisory sessions, skills labs and mentorship sessions.

Asynchronous learning is characterized by the personalized skill development of each learner, the preparation and consolidation of the learning in the live workshops and the challenge project which they work on throughout the term. This learning is self-paced and self-driven. Learners need to learn how to manage their time effectively and how to set milestones and goals.

Coming from a range of different backgrounds with differing previous educational experiences, these new skills often need to be developed. Learners can choose any number of self-paced skill units to help them develop the skills they need to work autonomously. They submit their assignments on a learning management system which the facilitators review and give feedback on. The focus in this article, though, is not so much on what the learners need to do, but rather on the team of educators who support them.

Our facilitators do not have to be subject specialists, although a good background in education does help. More than anything else, they need to be empaths, able to gauge their learners鈥� needs and adapt their educational support accordingly. They need to be active listeners who can respond to their learners鈥� feedback and requirements. They also need to be excellent communicators, able to interact both with learners and their parents and with a team of coworkers from around the globe.

Furthermore, as the school is online, our facilitators need to be agile users of technology, as they flit between platforms, guiding the learners through various dynamic and interactive activities.

Finally, as we aim to prepare our learners to be future-ready, it is essential for our team of educators to be well-informed and up-to-date on the latest educational and technological trends from around the world. To this end, an ability to network and build a supportive community is useful in helping the flow of information and the sharing of best practices.

Of course, the 糖心APP model is unique and future-facing. Most schools around the world will have different educational models and different roles and responsibilities for their teams of educators. But there are some key takeaways here from the 糖心APP model, as reflected by the response from ChatGPT. Teachers, or educators, do need to be adaptable, empathetic, good listeners, and good communicators. They need to be up-to-date on modern trends and research, and able to learn new skills such as the application of AI in an educational context. And, as our global community continues to increase in number and become more connected virtually, a keen sense of networking and community building is definitely a plus.

What we are seeing today is a global movement of progressive schools growing and paving the way for traditional educational systems to follow (eventually, hopefully). 糖心APP is one of these pioneers, with its interdisciplinary approach to tackling global challenges and focus on global competencies, preparing learners for an uncertain future.

The learning facilitators at 糖心APP are already demonstrating many of the skills recommended for educators of the future, and as such, we are well placed as a model school for more traditional educational institutions to learn from.

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