Sumbella Khan

When industry giants call something a “trend”… …it usually signals something much bigger. International student mobility is shifting. With the surge of English-taught programs in non-native English-speaking countries, opportunities are becoming broader—and more affordable. So, who wins next? 🏆 Continental Europe 🏆 Japan, South Korea & Southeast Asia 🏆 Middle East The “Big Four” is turning into a “Big 10+.” And if you treat the EU as a single destination, it’s already a “Big Three.” The traditional Big Four may feel a short-term dip from policy changes, but with student mobility projected to grow 30–40%, they’ll rebound strongly. For the full story, tune in to the podcast in the comments 🎧 eduALTO | Martijn van de Veen | ICEF | QS Quacquarelli Symonds | Studyportals #highereducation #studentmobility #euroversities

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This morning I had the honour of participating in day 3 of the South Asia Online Conference organised by The British Council. My presentation, titled "Enhancing English Teaching and Learning with AI: Practical Tools for Listening, Speaking, Reading and Writing", was a fantastic opportunity to share practical, inclusive, and accessible ways of applying AI in English language teaching—particularly in diverse, low-bandwidth, and mobile-first contexts. The session was designed to support teachers' professional development, especially those working with limited resources. The webinar began with a strong emphasis on ethical and responsible AI use. I highlighted the importance of transparency with learners and school communities, stressing the need to check privacy policies, avoid sharing personal data, and verify content for factual accuracy. I also shared the “80-20 rule”: AI can take care of 80% of the heavy lifting, but teachers should adapt and fine-tune the remaining 20% to suit their specific classroom needs. We then explored how AI is making a real difference in teaching: - Reducing planning time - Improving feedback and assessment - Supporting print-based and mobile learning - Enhancing access to content in low-resource settings Throughout the session, I demonstrated practical tools that teachers can use immediately, even offline: - Lesson planning: Using my Google Doc dropdown system and ChatGPT to generate levelled, printable lessons aligned to CEFR (e.g. A1, A2, B1). - Suno: Creating child-friendly MP3 songs for listening and vocabulary practice. - Brisk Podcasts: Producing downloadable conversations with transcripts for listening and reading. - Magic Padlet: Generating safe, copyright-free AI images for storytelling, speaking, and writing. - Google Translate & TTSmp3: Building personalised phrasebooks with downloadable pronunciation support. - Brisk Quiz Generator: Turning YouTube links or texts into mobile- and print-friendly quizzes in seconds. I showed how these tools are not only free and easy to use, but also work well for offline classrooms or mobile-only learners. We also discussed ideas for differentiated instruction, accessibility, and inclusion. In the Q&A, we covered CEFR levels, AI-generated stories, plagiarism, free vs paid tools, and how AI can help teachers and learners strengthen their English. I recommended tools like Clipchamp, Lumen5, and Mizou, and explained how to verify privacy policies quickly using Perplexity.ai. The session, livestreamed via Zoom and on the British Council Teaching English Asia Facebook page, attracted a huge audience. With thousands of views already, it’s clear that there is a strong global appetite for practical, ethical AI in education. The recording is now publicly available: https://lnkd.in/eTmRXHNH

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A lawsuit in Hong Kong has thrown a spotlight on one of the most sensitive questions in international education: who are these schools really for? The Lutheran Church: Missouri Synod, co-founder of Hong Kong International School in 1966, has taken legal action against the school, claiming it has strayed from its founding mission. The accusation is stark: that HKIS now “only serves the rich and privileged few,” despite holding reserves of more than HK$2.8 billion (SCMP). The church has even proposed establishing a new alternative: Hong Kong Pacific School which would with lower fees and no debenture scheme, positioning itself as a more accessible option for families. Beyond the courtroom, this case raises questions that resonate across the international schools sector: Mission vs Market: Can schools founded with ideals of access avoid drifting into exclusivity as fees rise and demand soars? Transparency and accountability: What responsibilities come with large reserves and premium positioning? Accessibility: Are structures like debentures creating barriers even beyond tuition fees? For investors, leaders and founders, this is not just a dispute over property or governance. It is a reminder that long-term trust in international education depends on alignment between mission and practice. Schools that lose sight of this may find not only founders but also families and communities questioning their role. The case in Hong Kong may prove to be an isolated dispute, or it could signal a broader reckoning. The question is whether international schools can balance growth and prestige with the values on which many were originally built. Linh Nguyen Janelle Torres Sami Yosef Malia R. #TheWeeklyEducationPulse #HongKong #InternationalEducation

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This week at Shanghai SMIC Private School, we explored how UDL and differentiation braid together for proactive and responsive teaching. And right there, a tiny shift with a big impact emerged: the stance of a warm demander. Sometimes, we fall into one of two traps: 🔹 lowering expectations in the name of kindness 🔹 pushing so hard that we lose empathy. But warm demanders do both: ✔️ hold expectations high ✔️ ensure access, equity, and support so every student can rise to meet them. Because equity doesn’t mean making learning easier. It means making learning possible. What does a “warm demander” stance look like in your classroom or leadership role? #just4you #UDL #Differentiation #EquityInEducation #StudentAgency #TinyShifts #WarmDemander Mónica Rojas Sánchez Dr. Wayne Russell

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Dear Educators, Is it necessary for us to stay updated on the implementation of AI-embedded Bloom’s Taxonomy in education? That’s a very relevant question!🌍✨ Yes, it is necessary. Education is rapidly evolving with the integration of Artificial Intelligence, and Bloom’s Taxonomy remains a foundational framework for structuring learning objectives, assessment, and pedagogy. By embedding AI into Bloom’s Taxonomy, educators gain access to tools that can personalize learning pathways, analyze student performance in real time, and support higher-order thinking skills more effectively. The relevance lies in ensuring that teaching and learning strategies are aligned with 21st-century skills. AI combined with advanced Bloom’s Taxonomy is becoming increasingly important nowadays because it helps move education, work, and decision-making beyond boarders. Let me break it down clearly for you: 🔹 1. From Knowledge to Creation Basic Bloom’s levels (remembering, understanding) → AI can handle quickly: e.g., instant fact recall, summarization, translation. Advanced Bloom’s levels (analyzing, evaluating, creating) → AI assists humans in critical reasoning, problem-solving, and innovation. 👉 Example: AI helps students not just learn math formulas but also apply them to design sustainable energy models. 🔹 2. Personalised & Adaptive Learning AI tailors lessons based on each learner’s level. Using Bloom’s hierarchy, AI can diagnose whether a student is stuck at comprehension or ready for analysis/creation, and adapt activities accordingly. 👉 Example: A student who understands climate change facts can be guided to analyze data sets and then design climate action projects. 🔹 3. Critical Thinking in the AI Era In a world flooded with information, what matters most is not remembering facts (AI already does that) Analyzing bias in AI outputs Evaluating sources and credibility Creating new knowledge and ethical solutions 👉 Bloom’s higher levels ensure that learners don’t just consume AI outputs blindly, but think critically. 🔹 4. Workforce & Future Skills Modern jobs need problem-solving, creativity, and innovation—skills mapped to the upper levels of Bloom’s. AI tools combined with Bloom’s framework train students and professionals to work at higher levels, not just follow instructions. 👉 Example: In medicine, AI gives data, but doctors need to evaluate diagnoses and design patient-centered treatment plans. 🔹 5. Ethical & Responsible Use of AI Advanced Bloom's taxonomy encourages learners to evaluate consequences and create responsible uses of technology. 👉 Example: AI can generate deepfakes—students guided by Bloom’s taxonomy learn to critically analyze authenticity and create ethical guidelines. ✅ In short: AI alone gives power, but AI guided by advanced Bloom’s Taxonomy ensures humans use it for critical thinking, innovation, and ethical progress that education and society from rote learning to meaningful creation. Dr. Usha Shinoj

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