Students in today’s international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themselves toward catering to a greater global consciousness. International schools represent a phenomenon that is able to take the lead in setting an example to educate students toward international-mindedness, through an education that reduces ethnocentrism, increases knowledge of other cultures, and promotes a concern for global environmental issues.
International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. This commitment is reflected in attitudes, beliefs and behaviors. The aim of this research is to highlight characteristics of schools that promote such behaviors.
An analysis of the theoretical and empirical literature, followed by surveys, interviews, and an examination of documentation, provided the basis for the research. Five international schools adhering to a set of criteria that places them firmly in the field of schools aiming to promote international-mindedness, were targeted for the research. The five schools are situated in Japan, the Netherlands, Venezuela, the Philippines and the U.S.A. Using reductive analysis, the outcomes of this research will provide school leaders with focal areas for consideration in attempting to establish an educational experience that promotes international-mindedness.