Fortunately there are people who are willing to do it and schools from all over are not working alone, feeling that they belong to a wider community in which they can work, cooperate, enhance students and teachers skills and opening to windows and doors to the world.

Internationalization is an added value for schools because it allows students and teachers to develop their communication skills in a foreign language, improve pedagogical practices, provide opportunities to exchange experiences, methodology and knowledge that can increase innovation in each school.

It also allows you to compare and appreciate what happens in other countries, both at an educational and social level, fostering interest in the global dimension, thus expanding and enriching the curriculum with international cultural variety.

It can be developed through common projects such as Erasmus+, eTwinning, exchanges between students and teachers, welcoming teachers of other nationalities, study visits, courses and jobshadowing, but also by stimulating students' curiosity in different subjects.

There is a range of possibilities to promote the internationalization of schools.

We need to ask ourselves what, how and why when we internationalise our curriculum and we realised that we already practice international dimension when we teach.

We want to guide our students to have critical awareness of local and global perspectives, to be able to communicate effectively and to be responsible global citizens. thank you for a nice day!

The international dimension in our independent school may not yet be directly reflected in our core values, but our emphasis on community fosters respect for diversity, inclusion, and global citizenship. This not only creates an inspiring learning environment but also equips our students to become active participants in a globalized and interconnected world.

It was enlightening to observe that our independent school already incorporates international elements leading to an enriching learning environment that opens doors to the world for our students. The international dimension is integrated across the school's subjects and activities, providing students with the opportunity to develop a global perspective and intercultural understanding, particularly in PBL (Project-Based Learning) processes. International elements are already a significant part of language education, often focusing on strengthening students' communicative skills and preparing them for a globalized world. Additionally, the school facilitates exchange programs, allowing students to interact with peers from Germany, fostering cultural exchange and friendships across borders.

In the future, the school's teachers should integrate international perspectives into their teaching, providing students with the opportunity to explore and understand complex global challenges. This could include projects focusing on sustainability, climate change, or cultural contexts from various parts of the world. We need to incorporate this into our school's strategy.

Thomas