Kelty: Cultivating peacebuilders through international education

Robert Kelty

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Now more than ever, international education is instrumental in sustaining and creating global economies by bridging cultural understanding and creating a hard-to-attain global mindedness. However, what does “international education” really mean as a concept?

Former U.N. Secretary-General Kofi Atta Annan described education as “peacebuilding by another name.” George Walker, a former director general of the International Baccalaureate from 1999 to 2005, built on Annan’s original sentiment. He suggested that understanding other cultures, developing the capacity to work in teams across national frontiers, and communicating effectively with people from different value systems are all essential to any educational system.

UNESCO further supports “international education” as a process resulting from globalized understanding, cooperation and peace, reaffirming that multicultural understanding must be imbued in all educational materials and actions. 

By looking at global leaders, past and present, we can begin to conceptualize the most appropriate applications of global-minded education to benefit the next generation of learners and leaders.

The immensity of historical global conflicts also contributes to understanding how the term “international education” first developed. In part, international education responded to the needs of students from different countries of origin, including those whose parents immigrated or sought refuge due to conflict or war. 

In the aftermath of World War I and II, forward-thinking educators and government leaders aimed to shape an educational curriculum to foster a new generation of leaders. They built an internationally recognized diploma developed in anticipation of an emerging global economy and introducing the skills of inquiry. It motivated parents and educators alike to embrace the concept of international education as a “passport” to higher education that would facilitate global mobility and learning.

Challenges in education have multiplied in a world where conflict and opportunity feed global mobility. Educating future-ready leaders through global-minded learning approaches is vital to ensure our shared world is a peaceful one, with increased and sustainable economic opportunities for all, in the years ahead.

Central to nurturing future global stewards is a focus on well-being, which prioritizes empathy and compassion. One must learn to nurture oneself and the ones around them before contributing to the well-being of others. The Centers for Disease Control and Prevention underscores the important role schools play in well-being, while the Department of Education advocates for increased investment in mental health services.

Educational leaders aim to make systemic changes to affect student well-being. Last year, the International Baccalaureate discontinued the publication of data highlighting students who achieved top scores to prioritize and protect students’ personal progress and holistic well-being.

Multilingualism is another important attribute for global stewards, and the IB framework specifically contributes to better cross-cultural communication. Research shows how multilingualism is rife with benefits, including lifelong success and well-being, while the World Economic Forum has even linked it to economic growth. 

An emphasis on inquiry-based learning empowers students to guide their learning and cultivate critical thinking skills. Inquiry-based and interdisciplinary learning is vital across all disciplines to foster a generation of global peacemakers. The National Science Education Standards book on inquiry-based learning in the U.S. emphasizes the efficacy of this instructional method in helping students transfer knowledge from one complex context to another.

Now more than ever, we need to provide an academic experience where students develop confidence in their identities, learn the complexities of ethical decision-making, celebrate our shared humanity, and apply their learning in real-world situations. This equips students to emerge as a new generation of global leaders, well-prepared to tackle global challenges from climate change to international conflict resolution.

Students develop compassion and empathy by connecting with their local community, cultivating a sense of personal and social responsibility. Initiatives such as the IB’s Creativity, Activity, Service project allow students to do that as they identify a local problem and provide a solution through research, reflection and listening to the perspective of others, followed by direct service.

Looking to the future, we see that international education is not merely an academic pursuit but a commitment to building a foundation for peace. Empathy, critical thinking and social responsibility serve as beacons, guiding us toward a future where education, dialogue, respect and multi-cultural understanding become indispensable tools in shaping a more harmonious world. 

Educational, local and global leaders must embrace this vision, providing the necessary space, the right instruments and trust to empower students and educators to be the architects of positive change, ensuring our collective journey toward global peace.

Editor’s note: Robert Kelty is the International Baccalaureate organization’s head of development, outreach and government relations for North America. Reader reactions, pro or con, are welcomed at AzOpinions@iniusa.org.