聚焦质量创见未来｜京领2026国际学校高质量发展新年论坛成功举办|双语学校|国际学校|国际教育|教学|英才学校|高质量发展

2026年1月8日，由京领主办、无锡市协和双语学校承办、美国西部院校协会WASC战略支持的2026国际学校高质量发展新年论坛在无锡协和成功举办。

美国西部院校协会主席与全球来自哈佛大学、剑桥大学、牛津大学的院士教授、数十位知名国际化学校校长及600余名教育同仁、学生家长齐聚太湖之畔，以“高质量发展”为共同坐标，围绕国际学校科技创新、课程融合与人才培养路径展开高层次对话，凝聚行业共识，擘画发展新章。

开幕致辞：

以国际标准引领质量跃升

美国西部院校协会WASC被称为“国际学校认证黄金标准”。WASC主席Dr. Barry Groves围绕“WASC认证如何提升中国国际学校可持续发展竞争力与全球影响力”发表了主旨演讲。其演讲深入阐释了权威国际认证对学校治理、课程质量、学生成果及全球信任度的核心价值，为在场教育者提供了基于严谨标准的战略发展视角。

锡山区教育局局长顾凤艳在致辞中表示，本次论坛聚焦国际学校高质量发展，旨在探索中西融合、全人发展的创新育人路径，培育具备面向未来的创新人才，促进国际学校高质量与可持续发展。

无锡市协和双语学校联合校长孟晓东在欢迎辞中重申学校“融合中西，和谐发展”的办学理念，强调无锡协和始终致力于培养“心智自由的终身学习者”，在守正与创新之间把握尺度，在本土与世界之间搭建桥梁，以更稳健的质量体系回应时代对优质教育的期待。

学术领航：

世界顶尖学者对话青年成长

教授演讲与学生对话环节掀起了一场跨学科的思想风暴。来自哈佛大学、剑桥大学、牛津大学的院士教授分别祝贺京领2026国际学校高质量发展新年论坛的成功举办，并高度肯定国际学校高质量发展对于学校和学生的重要性。随后，3位教授与30位学子展开深度对话，在全球前沿领域碰撞出智慧的火花。

哈佛大学细胞与分子生物学终身正教授Florian Engert教授以斑马鱼模型为切入点，解读神经回路与行为奥秘。

剑桥大学前副校长、超导工程终身正教授、剑桥大学工程学院前院长、英国皇家工程院院士David Cardwell与学生们聚焦“未来科技”，探讨室温超导的突破可能及其在医疗、交通中的革命性应用。

牛津大学英语文学终身正教授Matthew Bevis Matthew Bevis教授与学子畅谈幽默文学的创作密码，从19世纪讽刺艺术到现代诗歌中的文化表达，解码文字背后的哲思与文化共鸣。

学子们以高质量提问展现思想深度，教授们以国际前沿视角激发创新热情。在思想碰撞中，青年学子触摸到全球前沿视野，拓宽了思想认知的边界。

协和教育中心金慧频主席、卢慧文总校长、王丽强书记登台分别为同学们颁发教授签名的证书并与教授合影留念。

校长论道：

行业智慧共塑质量范式

上海协和教育中心总校长卢慧文与来自全国的名校校长们，围绕“国际学校高质量发展”这一核心命题，聚焦高质量办学和助力学生成长展开了富有建设性的探讨，为行业的未来发展提供了切实可行的路径参考。

圆桌论道——如何评估“办学质量”

在首场圆桌中，上海光华剑桥中心校长雷冬冬、人大附中ICC主任赵玥、北京新英才学校校长刘炜、北京朝阳凯文学校校长马德玲、苏州工业园区德闳高级中学校长费建华以“当下，我们如何看待一所学校的‘办学质量’？”为主题，探讨在时代变革中，评价学校质量的核心标准之“变”与“不变”，以及校领导在引领学校持续高质量发展中面临的挑战与实施的应对策略。

圆桌论道——如何助力学生面向未来

第二场圆桌中，无锡市协和双语学校联合校长马千里博士、北京私立汇佳学校执行校长杨承、昆山狄邦华曜学校校长贾莉莉、北京京西学校创新教学副校长Stephen Taylor、天津黑利伯瑞学校执行校长Andrew McAree以“如何帮助学生为未来做好准备？”为主题，聚焦于未来社会对人才需求的变化，深入探讨了学校应如何调整育人目标与方式，以培养能够适应并引领未来的学生。

两场圆桌论坛在理念互鉴与案例对照中不断深化，逐渐勾勒出“高质量教育”从宏观愿景落实到办学体系、从口号倡议转化为常态机制的可循路径。

行业典范：年度荣誉校长颁奖仪式

在研讨会上午尾声环节，WASC主席Barry Groves博士正式宣读了京领2026年度荣誉校长名单。这一环节不仅体现了国际权威认证机构与京领对中国国际教育领域杰出领导者与实践者的高度关注与真诚鼓励，也进一步凸显了高质量发展在国际学校建设与评价中的关键意义。

京领2026年度荣誉校长名单

卢慧文

协和集团总校长

雷冬冬

上海光华学院剑桥国际中心校长

赵玥

人大附中中外合作办学项目ICC主任

刘炜

北京市新英才学校校长

刘炜

上海协和双语高级中学古北校区校长

杨承

北京市私立汇佳学校执行校长

马德玲

北京市朝阳区凯文学校校长

Stephen Taylor

北京京西学校创新教学副校长

程慧漫

北京京西学校初中副校长

Andrew McAree

天津黑利伯瑞学校执行校长

孟晓东

无锡市协和双语学校联合校长

马千里

无锡市协和双语学校联合校长

陆锋磊

江苏省天一中学执行校长

陈杰

苏州外国语学校校长

贾莉莉

昆山狄邦华曜学校校长、狄邦教育集团副总裁

费建华

苏州工业园区德闳高级中学校长

午间巡礼：

漫步校园，见证教育现场

论坛议程在上午的深度思想激荡后，转入午间轻松的交流与沉浸式参访环节。与会嘉宾移步至学校餐厅享用自助午餐，并于图书馆合影留念，定格了这一教育盛会的同行时刻。

利用午间休会时间，无锡协和双语学校精心准备了体现其“全人教育”理念的实景展览，邀请嘉宾们近距离感受教育发生的鲜活现场。

在一楼大厅，爱丁堡公爵奖成果展与视觉艺术展同步呈现，学生们的奖章荣誉与艺术创作相映成趣，展现了他们在挑战自我与服务社会中获得的成长，以及将思考转化为视觉表达的创造力。移步至小学部走廊，一场别开生面的“儿童哲学市集”正在开放。在这里，低年级的“小哲学家”们以桌面讨论的形式，邀请路过的嘉宾一同探究诸如“时间有没有影子”这般充满童真与深邃的命题，让教育回归对话与思辨的本真。

分论坛研讨：

聚焦科技高中与课程融合

午后，论坛进入平行分论坛环节。两场分论坛分别从“科技人才培养”与“课程融合创新”两大核心实践维度切入，邀请一线教育管理者展开了更具针对性的经验分享与策略探讨。

分论坛一

智启少年，创见未来

——科技高中系统性人才培养之道

在人工智能与前沿科技重塑世界图景的今天，基础教育阶段如何系统性地识别、滋养与引领未来科技英才，已成为国际教育面临的核心议题之一。本场分论坛聚焦“科技高中”这一特色办学形态，深入探讨其课程架构如何超越传统学科边界，学校文化如何营造敢于试错的创新氛围，以及如何有效整合高校、科研机构与产业资源，构建贯通“兴趣激发-基础夯实-项目实践-前沿洞察”的完整育人链条，从而为学生打下扎实的科技素养与创新底色。

上海光华学院剑桥国际中心

雷冬冬校长

雷冬冬校长深入分析了科学技术与教育的诸多不同：科技公司有20%成功可能性就值得尝试，而教育行业若无80%可能性则不应轻易尝试，因为教育关乎孩子的未来。她强调教育应扎实地陪伴和培养孩子，科技只是辅助，教育创新要让孩子拥有真正幸福的能力。

北京京西学校

Stephen Taylor创新教学副校长

Stephen Taylor先生提出，培养科技人才要注重学生的能动性。能动性可定义为做出选择、采取有意义行动的能力，在人工智能时代，要保护和促进人类的能动性，让学生从小具备解决问题的能力。在AI应用方面，要为学生打造心理安全、鼓励尝试的氛围，让学生通过使用工具培养韧性和能力，孵化未来创新者。

北京市新英才学校

刘炜校长

刘炜校长用“广袤的平原和高耸的山峰”形容，即让学校有广阔的科创天地，学生有突出特长。他认为，在科技人才培养方面，应从组织、场景和文化三个维度开展工作；AI的作用应体现在学习效率上，未来的学习方式可能会发生颠覆，出现传统课堂与新学习方式并存的局面，AI应在不同课堂中发挥不同作用。

北京私立汇佳学校

杨承校长

杨承校长认为培养 STEM 人才要有扎实的数学和理科基础，中国孩子学数学有天然优势，但国际学校很多孩子数学不好是因为练习少。学校要注重学科知识的完整性搭建，通过适量的练习和考试巩固知识。在不同阶段，通过不同载体培养学生的科学方法和设计思维。

江苏省天一中学

陆锋磊校长

陆锋磊校长认为公办高中创建科学高中要呼应国家发展需求，不是为了获取荣誉或扩大招生，而是要服务于创新型国家建设。创新教育应面向人人，激活学生创新欲望和潜能，引导培养创新动机和方法。他指出学校要与高校、高新企业紧密联系，丰富学习资源。

上海协和双语高级中学

刘炜校长

刘炜校长认为建设科技高中需要专业热忱的教师队伍，教师既要专业功底深厚，又要会教学；校长应提供合适的管理、评估和支持，营造有利于学生发展的环境。同时，学校要有适当的基础设施和硬件，但不能盲目追求高端设备，要让学生了解仪器原理，通过实验发展科学思维。

分论坛二

融汇东西，创见未来

——全球化时代的中西课程融合之道

真正的国际化教育，绝非简单的课程移植或文化叠加，其精髓在于深度的“融合”。本场分论坛直击“中西课程融合”这一国际学校办学的核心实践挑战，探讨如何在课程设计、教学法与评估体系中，实现中西教育精髓的有机化合。讨论不仅关注如何让学生扎根中国文化底蕴、建立身份认同，更深入思考如何培养他们具备理解、尊重乃至驾驭多元文化的能力，从而锻造出能够在全球化舞台上自信沟通、协同创新、担当责任的未来人才。

天津黑利伯瑞学校

Andrew McAree校长

Andrew McAree先生指出，在教学中融入另一种文化视角面临着诸多挑战：不同文化背景的学生对知识的理解和接受方式不同，需要教师采用合适的教学方法和策略，引导学生去理解和尊重。学校要注意满足学生不同的学习需求，同时要合理安排教学时间，避免学生负担过重。

人大附中中外合作办学项目ICC

赵玥主任

赵玥主任认为，学生需要在有限的时间内完成国家课程和国际课程的学习，同时还要保证基础课程的学习质量以实现真正的融合，这就需要学校通过合理规划课程体系，优化课程安排，开展特色研修课和本土化融合创新课程，为学生提供更多的学习机会和选择，满足学生个性化发展需求。

北京京西学校

程慧漫副校长

程慧漫副校长在分享中指出：学生们来自不同国家和地区，流动性大，需要为他们提供适合的学习路径和支持，帮助他们在快乐中学习，培养其核心素养和跨文化能力。学校在教育中引入AI等新技术时，需要教师和学生适应新的教学方式和学习方法，同时要把握好AI在教学中的应用边界，避免过度依赖。

昆山狄邦华曜学校

贾莉莉校长

贾莉莉校长详细辨析了“融合”和“融和”课程的不同含义，“合并的合”强调从多到一的动态过程，形成新的整体；“和谐的和”强调多元的协调性。课程融合需要有流程，包括构建、发展、实施、调整和更新，教育领导者、课程开发者和教师的职责包括研读课程标准，挖掘课程共通之处和内在联系，找准融合点。

上海协和双语学校虹桥校区

Neil Bunting校长

Neil Bunting先生认为IB系统有助于培养学生素养，其学习方法强调中西融合，注重培养学生交流、思考、社交等技能。在教学中，需要根据学生不同文化背景调整教学方法，让中教和外教共同授课，培养学生国际视野和跨文化能力。他同时强调了保持国际和中国文化的独特性、避免同质化的重要意义。

无锡市协和双语学校

马千里联合校长

马千里博士提出跨文化教育应创造“第三空间”，采用综合创新、情境实践、共享共创生态三项原则。综合创新强调知识由学生在不同体系间构建；情境实践通过项目化学习，让学生在解决实际问题中整合多元文化；共享共创生态通过协同教学机制，构建多元视角的学习环境。教育者应从知识传授者转变为文化建筑师，从学科专家转变为第三空间设计师。

结语

展望未来，持续赋能

在这个变局交织、创新涌动的时代，本次论坛的价值，不仅在于荟萃权威认证标准、前沿学术洞察与成功办学经验，更在于清晰传递出一份行业共识：国际教育的高质量发展，必然是一条扎根文化自信、兼具全球视野、恪守学术严谨、矢志创新实践的长期主义之路。

京领亦将秉持初心，持续汇聚全球智慧，以国际标准为尺、以学术引领为帆，助力更多国际学校在高质量发展之路上行稳致远。教育的进步，始于思想的碰撞，成于实践的笃行。本次论坛播下的思想火种，必将在教育同仁的躬耕实践中生根发芽，共同擘画一个更具活力、更富韧性、更面向未来的国际教育新生态。

Focus on Quality·Define the Future

KingLead 2026 International Schools High-Quality Development New Year Forum Successfully Held

On January 8, 2026, the KingLead 2026 International Schools High-Quality Development New Year Forum was successfully held at Wuxi United International School. The Forum was hosted by KingLead, organized by Wuxi United International School, and strategically supported by the globally authoritative accrediting commission WASC.

Under the theme of High-Quality Development of International Schools, the Forum brought together WASC President, as well as distinguished professors from Harvard University, the University of Cambridge, and the University of Oxford, along with principals of leading international schools and outstanding students from across the country. Participants engaged in in-depth dialogue on technological innovation, curriculum integration, and talent development pathways in international schools, building consensus and outlining a new vision for the future.

Opening Remarks:

Advancing Quality Through International Standards

As a representative of the “golden standard” in international school accreditation, Dr. Barry Groves delivered a keynote speech on “How WASC Accreditation Enhances the Sustainable Competitiveness and Global Influence of Chinese International Schools.” His address provided an in-depth analysis of the strategic value of authoritative international accreditation in strengthening school governance, curriculum quality, student outcomes, and global credibility, offering educators a strategic development perspective grounded in rigorous standards.

Gu Fengyan, Director of the Xishan District Education Bureau, noted in her remarks that the forum focused on the high-quality development of international schools, aiming to explore innovative education models that integrate Eastern and Western approaches, promote holistic development, and cultivate future-ready innovative talents to support sustainable growth.

In his welcome speech, Meng Xiaodong, Co-Principal of Wuxi United International School, reaffirmed the school’s philosophy of “Integrating East and West, Pursuing Harmonious Development.” He emphasized the school’s long-standing commitment to nurturing lifelong learners with intellectual freedom, balancing tradition and innovation, and building bridges between local roots and the global world through a solid quality framework.

Academic Leadership:

World-Class Scholars in Dialogue with Youth

The Professors' Speeches & Dialogue with Students session sparked an inspiring cross-disciplinary exchange. Professors from Harvard University, University of Cambridge, and University of Oxford congratulated the successful convening of the KingLead 2026 International Schools High-Quality Development Forum and highly affirmed the importance of high-quality development in international schools for both institutions and students. Subsequently, the three professors engaged in in-depth dialogues with 30 students, sparking intellectual exchanges in globally cutting-edge fields.

Prof. Florian Engert, Professor of Cell and Molecular Biology at Harvard University, illustrated the mechanisms of neural circuits and behavior through the use of the zebrafish model.

Prof. David Cardwell—Pro Vice-Chancellor of the University of Cambridge, Professor of Superconducting Engineering, Former Head of Department of Engineering, and Fellow of the Royal Academy of Engineering—led discussions on future technologies, exploring the potential breakthroughs of room-temperature superconductivity and its transformative applications in healthcare and transportation.

Prof. Matthew Bevis, Professor of English literature at Oxford, discussed the art of humor in literature, tracing cultural expression from 19th-century satire to modern poetry and revealing the philosophical depth behind language.

Students demonstrated strong critical thinking through high-quality questions, while professors inspired innovation with global perspectives. Through these exchanges, students broadened their horizons and connected with the frontiers of global knowledge.

Certificates were presented to participating students by Ms. Jennifer Jin, Chairperson of Xiehe Education, Ms. Maxine Lu, the General Principal of the Xiehe Education Group, and Ms. Wang Liqiang, Secretary of the CPC United Party Branch of Xiehe Education.

Principal Dialogue:

Sector Insights Co-Crafting the Quality Paradigm

Maxine Lu, the General Principal of Xiehe Education joined leading school principals from across China to discuss high-quality development in international schools, focusing on effective school management and student growth, and offering practical pathways for the future of the sector.

Roundtable:

How Do We Define “School Quality” Today?

In the first roundtable, Lei Dongdong, Principal of Guanghua Cambridge International School; Zhao Yue, Director of the RDFZ International Curriculum Center; Dr. Liu Wei, Principal of Beijing New Talent Academy; Madeleine Ma, Principal of Chaoyang KaiWen Academy; and Jon Fei, Principal of Dulwich International High School Suzhou, discussed how school quality should be evaluated in a rapidly changing era. The discussion examined what has changed, what remains constant, and the leadership challenges involved in sustaining high-quality development.

Roundtable:

Preparing Students for the Future

The second roundtable featured Dr. Massimiliano Caruso, Co-Principal of Wuxi United International School; Brian Yang, Executive Principal of Beijing Huijia Private School; Jia Lili, Head of Dipont Huayao Collegiate School Kunshan; Stephen Taylor, Director of Innovation in Learning and Teaching at the Western Academy of Beijing; and Andrew McAree, Executive Principal of Haileybury Tianjin. The discussion explored how schools can better prepare students for the future by adapting educational goals and approaches to meet evolving societal needs.

Together, the roundtable discussions mapped a clear path for translating the vision of high-quality education into sustainable systems and everyday practice.

Industry Recognition:

Annual Honorary Principal Certificate Awards Ceremony

At the close of the morning session, Dr. Barry Groves, WASC President, announced the KingLead 2026 Annual Honorary Principals. This recognition highlighted the strong support from WASC and KingLead for outstanding leaders in China’s international education sector and underscored the importance of quality-driven development.

KingLead 2026 Honorary Principals

Maxine Lu

Xiehe Education General Principal

Lei Dongdong

Guanghua Cambridge International School Principal

Zhao Yue

RDFZ International Curriculum Center Director

Dr. Liu Wei

Beijing New Talent Academy Principal

Bright Liu

Shanghai United International School

Gubei Secondary Campus Principal

Brian Yang

Beijing Huijia Private School Executive Principal

Madeleine Ma

Chaoyang KaiWen Academy Principal

Stephen Taylor

Western Academy of Beijing

Director of Innovation in Learning and Teaching

Cheng Huiman

Western Academy of Beijing Middle School Vice Principal

Andrew McAree

Executive Principal of Haileybury Tianjin

Meng Xiaodong

Wuxi United International School Co-Principal

Massimiliano Caruso

Wuxi United International School Co-Principal

Lu Fenglei

Jiangsu Tianyi High School Executive Principal

Chen Jie

Principal of Suzhou Foreign Language School

Jia Lili

Dipont Huayao Collegiate School Kunshan Head

Vice President of Dipont Education Group

Jon Fei

Dulwich International High School Suzhou Principal

Campus Tour：

Experiencing Education in Action

Following the morning discussions, participants enjoyed a relaxed campus tour and networking lunch. Guests moved to the school dining hall for a buffet lunch and gathered in the library for a group photo, capturing moments of fellowship at this educational gathering.

During the lunch break, Wuxi United International School had thoughtfully prepared live exhibitions reflecting its philosophy of holistic education, allowing guests to experience the vibrancy of education firsthand.

In the first-floor atrium, the Duke of Edinburgh International Award showcase and a Visual Arts Exhibition were presented simultaneously, highlighting students’ achievements and creative works side by side. These exhibits illustrated the growth students attained through self-challenge and community service, as well as their ability to translate reflection into visual expression. In the elementary school corridors, a unique “Children’s Philosophy Market” was open to visitors. Here, young “little philosophers” engaged guests in tabletop discussions on whimsical yet profound questions such as “Does time have a shadow?”, returning education to its essence: dialogue and critical thinking.

Panel Discussions：

Technology Education and Curriculum Integration

In the afternoon, the forum moved into two parallel sessions focusing on technology talent development and curriculum integration, offering focused insights from frontline school leaders.

Panel 1

Igniting Youth, Pioneering the Future:

The Systemic Approach to Talent Cultivation in Science and Technology High Schools

In today’s world, reshaped by artificial intelligence and cutting-edge technologies, one of the key challenges for international education is how to systematically identify, nurture, and guide future technology talents at the K–12 level. This panel focused on the establishment of STEM high schools as a distinctive educational model, exploring in depth how their curriculum structures can transcend traditional disciplinary boundaries, how school culture can foster a safe environment for experimentation and innovation, and how to effectively integrate resources from universities, research institutions, and industry. The discussions highlighted ways to build a comprehensive educational pathway—from interest cultivation, foundational skill development, and project-based learning to exposure to frontier insights—laying a solid foundation of scientific literacy and innovation capacity for students.

Guanghua Cambridge International School

Principal

Lei Dongdong

Ms. Lei Dongdong offered an in-depth comparison between technology and education. She noted that in the technology sector, a project may be worth trying even with only a 20% chance of success, while in education, initiatives should not be launched without at least an 80% likelihood of success, as education directly shapes children’s futures. She emphasized that education must provide steady guidance and long-term support for students, with technology serving only as a tool. True educational innovation, she stressed, should help students develop the ability to live fulfilling and happy lives, not just technical skills.

Western Academy of Beijing

Director of Innovation in Learning and Teaching

Stephen Taylor

Mr. Stephen Taylor highlighted the importance of student agency in cultivating future technology talent. He defined agency as the ability to make choices and take meaningful action. In the age of artificial intelligence, he argued, education must protect and strengthen human agency by helping students develop problem-solving skills from an early age. When applying AI in schools, he stressed the need to create a psychologically safe environment that encourages experimentation, allowing students to build resilience and capability through hands-on use of tools and ultimately nurture future innovators.

Beijing New Talent Academy

Principal

Dr. Liu Wei

Dr. Liu Wei used the metaphor of “vast plains and towering peaks” to describe an ideal learning environment—schools should offer broad opportunities for scientific and technological exploration, while students are encouraged to develop standout strengths.
He suggested that technology talent development should be approached through three dimensions: organization, learning scenarios, and school culture. AI, he noted, should primarily improve learning efficiency. As future learning models evolve, traditional classrooms and new learning formats are likely to coexist, with AI playing different roles in different settings.

Beijing Huijia Private School

Executive Principal

Brian Yang

Mr. Brian Yang emphasized that the cultivation of STEM talent requires a strong foundation in mathematics and science. He noted that Chinese students often have a natural advantage in mathematics, while weaker math performance in some international schools is often due to insufficient practice. Schools should focus on building a complete and coherent subject knowledge framework, reinforcing learning through appropriate practice and assessment. At different stages, students should develop scientific methods and design thinking through varied learning approaches.

Jiangsu Tianyi High School

Executive Principal

Lu Fenglei

Mr. Lu Fenglei pointed out that when public high schools establish science-focused programs, they should respond to national development needs, not pursue honors or enrollment expansion. The goal, he said, is to support the building of an innovation-driven nation. Innovation education should be inclusive, aiming to inspire all students by activating their curiosity and potential while guiding them to develop innovative motivation and methods. He also noted that school should make close collaboration with universities and high-tech enterprises essential to expand learning resources.

Shanghai United International School

Gubei Secondary Campus Principal

Bright Liu

Mr. Bright Liu stressed that building a technology-focused high school requires a team of passionate and highly professional teachers—educators who are strong in subject expertise and skilled in teaching. School leaders, he added, must provide appropriate management, evaluation, and support systems to create an environment that benefits student growth. While adequate infrastructure and facilities are necessary, he cautioned against blindly pursuing high-end equipment. Instead, students should understand the principles behind scientific instruments and develop scientific thinking through hands-on experimentation.

Panel 2

Integrating East and West, Shaping the Future： Approaches to East-West Curriculum Integration in the Era of Globalization

True international education is far more than the mere transplantation of curricula or the layering of cultures; its essence lies in deep integration. This panel directly addressed the core practical challenge of integrating Eastern and Western curricula in international schools, exploring how to achieve an organic synthesis of the educational strengths of both traditions in curriculum design, teaching methodologies, and assessment systems. The discussions not only focused on helping students root themselves in Chinese cultural heritage and develop a strong sense of identity, but also delved into cultivating their ability to understand, respect, and even navigate multiple cultures, thereby preparing future talents who can communicate confidently, collaborate creatively, and take responsibility on the global stage.

Haileybury Tianjin

Executive Principal

Andrew McAree

Mr. Andrew McAree pointed out that integrating perspectives from different cultures into teaching presents many challenges. Students from diverse cultural backgrounds understand and absorb knowledge in different ways, which requires teachers to adopt appropriate teaching methods and strategies to guide students toward understanding and mutual respect. At the same time, schools must carefully meet diverse student needs while arrange teaching time wisely to avoid excessive academic burden.

RDFZ International Curriculum Center

Director

Zhao Yue

Ms. Zhao Yue emphasized that students must complete both national and international curricula within limited time, while still ensuring the quality of foundational subjects in order to achieve genuine integration. This requires schools to plan their curriculum frameworks carefully, optimize course scheduling, and offer specialized research-based courses as well as localized, integrative innovation programs. By doing so, schools can provide students with more learning opportunities and choices, supporting their individualized development.

Western Academy of Beijing Middle School

Vice Principal

Cheng Huiman

Ms. Cheng Huiman noted that students come from different countries and regions and often have high mobility, making it essential to provide them with suitable learning pathways and support. Schools should help students learn with joy while developing core competencies and cross-cultural skills. When introducing new technologies such as AI into education, both teachers and students need time to adapt to new teaching and learning approaches. At the same time, schools must define clear boundaries for the use of AI in classrooms to avoid over-reliance.

Dipont Huayao Collegiate School Kunshan

Head

Jia Lili

Ms. Jia Lili provided a detailed differentiation between the distinct meanings of “integration” and “syncretism” in curriculum design. One emphasizes merging, a dynamic process of moving from many elements into one new whole; the other emphasizes harmony, focusing on coordination among diverse elements. Curriculum integration, she explained, requires a structured process that includes design, development, implementation, adjustment, and renewal. The responsibilities of educational leaders, curriculum developers, and teachers include studying curriculum standards, identifying shared elements and internal connections across subjects, and pinpointing meaningful points of integration.

Shanghai United International School

Hongqiao Campus Principal

Neil Bunting

Mr. Neil Bunting noted that the IB system plays a strong role in developing student competencies. Its learning approaches emphasize the integration of Eastern and Western perspectives, with a focus on communication, critical thinking, and social skills.
In teaching practice, methods should be adapted to students’ cultural backgrounds, with Chinese and international teachers co-teaching to develop students’ global outlook and cross-cultural competence. He also stressed the importance of preserving the distinctiveness of both international and Chinese cultures and avoiding unnecessary homogenization.

Wuxi United International School

Co-Principal

Massimiliano Caruso

Dr. Massimiliano Caruso proposed that cross-cultural education should create a “third space,” guided by three principles: integrated innovation, contextual practice, and a shared co-creation ecosystem. Integrated innovation emphasizes that knowledge is constructed by students across different systems; contextual practice uses project-based learning to help students integrate multiple cultures while solving real-world problems; and a shared co-creation ecosystem builds a learning environment with diverse perspectives through collaborative teaching mechanisms. He suggested that educators should shift from being knowledge transmitters to cultural architects, and from subject specialists to designers of the third space.

Conclusion

Looking Ahead

Sustaining Empowerment

In an era marked by profound change and rapid innovation, the value of this forum lies not only in bringing together authoritative accreditation standards, forward-looking academic insights, and proven school practices, but also in clearly conveying a shared understanding across the sector: the high-quality development of international education must follow a long-term path rooted in cultural confidence, guided by a global perspective, grounded in academic rigor, and committed to continuous innovation in practice.

KingLead will remain true to its original mission, continuing to bring together global expertise, using international standards as a benchmark and academic leadership as its guiding force, to support more international schools in achieving steady and sustainable high-quality development. Educational progress begins with the exchange of ideas and is realized through committed action. The ideas planted at this forum will take root through the dedicated practice of educators, together shaping a more dynamic, resilient, and future-oriented international education ecosystem.

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