The Role of International Schools in a Globalized World
VOICES OF LEADERS: Education is becoming increasingly global, with schools playing a crucial role in preparing students for an interconnected world. How do you see the role of international schools in today’s globalized education system?
TOM DAVIDSON: It’s absolutely fundamental. We’re not just providing international education, but also fostering international students by bringing together people from diverse backgrounds. As the world becomes more interconnected, language skills and cultural exposure are crucial.
A good international school should not just be about academics—it should prepare students to understand and thrive in a globalized world. Here at the International School of Madrid, we ensure that students interact not only with local peers but also with classmates from around the world.
For example, today we are managing students who are fasting for Ramadan alongside students who are preparing for university applications. That kind of cultural awareness and inclusivity is essential.
Spain is a particularly interesting case. It has some of the most progressive legislation in Europe, yet our students must also be prepared to work in international companies where language and cultural nuances matter. Understanding how language and behaviors are perceived in different markets is key, and our role is to equip them with the skills to navigate these differences.
Integrating an International Perspective into the Curriculum
VOICES OF LEADERS: How does your school integrate an international perspective into the curriculum and student experience?
TOM DAVIDSON: We follow an international curriculum, offering IGCSEs and International A-Levels. The content of these programs is designed with global perspectives in mind.
For example, instead of focusing solely on British history, we cover international history and global geography, ensuring that students develop a well-rounded view of the world.
However, we don’t just follow a rigid curriculum. We believe in taking the best of all worlds and adapting our teaching to the needs of our students. Our teachers don’t just follow a prescribed syllabus—they personalize learning by identifying what works best for each student and integrating project-based learning.
We also emphasize soft skills and non-examined subjects that help students develop a deeper understanding of the world. The goal is to go beyond rote memorization and encourage critical thinking.
The Importance of Multilingual Education
VOICES OF LEADERS: Bilingual and multilingual education is gaining importance in international schools. What is your perspective on this?
TOM DAVIDSON: Multilingualism is absolutely essential, but it’s not just about English and Spanish. At our school, we ensure students achieve high proficiency in English, Spanish, and French while also supporting their mother tongues.
Too often, international schools have taken an “English immersion” approach, discouraging students from speaking their native languages. We take the opposite view: we embrace and support multilingualism.
Currently, we have students from 43 different language backgrounds, and we encourage them to maintain their native languages while mastering new ones. We believe that fostering multilingualism gives students a stronger cognitive foundation and a competitive edge in the global job market.
Additionally, we celebrate cultural identity through international days, storytelling, and activities where students present in their own languages.
Developing Leadership and Personal Skills
VOICES OF LEADERS: Beyond academics, international schools are known for their focus on personal development. What initiatives does your school have in place to help students develop leadership and personal skills?
TOM DAVIDSON: Leadership development is embedded in our co-curricular activities.
- We actively participate in Model United Nations (MUN), which gives students opportunities to develop public speaking, negotiation, and diplomacy skills.
- We offer Lambda qualifications through the London Academy of Music and Dramatic Arts, helping students build confidence in public speaking and performance.
- Our Personal, Social, and Health Education (PSHE) program encourages students to engage with real-world issues, analyze different perspectives, and develop problem-solving skills.
We also teach critical media literacy. In class, students present topics they have read about in the news, and we challenge them to verify their sources—is it from the BBC? Reuters? Or just social media? This helps them develop a critical approach to information consumption.
Our goal is to equip students with teamwork, collaboration, and respect for diverse viewpoints, which are essential skills for the future.
Technology in Education
VOICES OF LEADERS: Technology is becoming increasingly important in education. How do you incorporate it into your curriculum while ensuring students use it responsibly?
TOM DAVIDSON: Technology in education is an ongoing debate. Some schools fully embrace digital learning, while others, like Montessori, take a more traditional approach.
At our school, we take a balanced approach. Younger students do not have unrestricted access to devices—we manage their use carefully.
However, in higher grades, we integrate technology strategically. For example:
- Students use recording tools to capture classroom discussions and revisit key concepts.
- We leverage AI tools for data analysis and problem-solving while ensuring students also develop critical thinking and creativity.
One of our priorities is teaching students digital responsibility. Rather than banning technology, we train them to use it effectively for learning while minimizing distractions.
Preparing Students for University and Careers
VOICES OF LEADERS: Parents often choose international schools based on university placement rates. What kind of collaboration does your school have with universities?
TOM DAVIDSON: Our university placement success rate is 97%, meaning nearly all of our students are accepted into their first-choice universities.
We guide students through the application process, helping them select the best universities based on their academic profile and career aspirations.
We have strong connections with top universities, including Russell Group institutions, Ivy League schools, and leading European universities.
We don’t push every student toward the most prestigious universities—we tailor our approach to their strengths. For example, if a student wants to study veterinary science but doesn’t yet have the grades, we explore alternative pathways such as veterinary nursing, which can later lead to a veterinary degree.
It’s about finding the best fit for each student’s success.
The School’s Unique Selling Proposition (USP)
VOICES OF LEADERS: What makes the International School of Madrid different from its competitors?
TOM DAVIDSON: Many schools claim to be “family schools,” but we truly are one. The school has been family-owned since its founding, and even today, some of the founder’s grandchildrenare students here.
Unlike large international school groups, we don’t have shareholders in Switzerland or a central office in London making decisions for us. Every decision is made with the students’ best interests in mind, not based on corporate profit goals.
For example, instead of focusing on expansion and acquisitions, we reinvest all our profits into:
- Teacher development and training
- Student support and academic resources
- Enhancing our learning environment
This approach allows us to maintain high academic standards while prioritizing student well-being and personal growth.
VOICES OF LEADERS: Thank you, Tom, for sharing your insights.
TOM DAVIDSON: It was a pleasure. Thank you.
