IMPLEMENTING CREATIVITY IN AN INTERNATIONAL SCHOOL: A CASE STUDY OF POSSIBILITIES AND CHALLENGES

Abstract

In an era of job automation and a globalized economy, educational institutions must redefine their goals to equip students for future success. International schools are gradually transitioning from focusing solely on academics to developing 21st century skills -- creativity, collaboration, and communication. While many international schools proclaim a commitment to fostering creative thinking, in this case study, I sought to holistically understand the practice of creativity in these settings, focusing particularly on one start-up international school. I used a small-scale questionnaire distributed among international educators to establish a contextual understanding of how creativity is defined and conducted a deeper case study an intensive case study during the planning phase of a new international school in Bangkok. I was a team member on the team planning the new school. Thus, I had a unique opportunity to explore the design and implementation of an educational model aimed at transforming learning experiences as an alternative to traditional schooling. The findings revealed that developing a new educational model necessitates the consolidation of diverse perspectives into a cohesive plan because fostering creativity can clash with existing organizational structures, putting strain on novel systems and unprepared teams. Furthermore, existing systems often serve to magnify pre-existing issues. The findings underscore the necessity for a leadership framework promoting deeper learning and fostering of creativity in students. As the need for educational reform grows, so too does the requirement for adaptive policy shifts. While current accreditation standards validate the credibility and quality of educational institutions, standardized criteria may necessitate more flexibility to accommodate innovation. To overcome these challenges, innovative schools could engage in constructive dialogue with accreditation bodies, foster collaboration with like-minded institutions, and utilize opportunities to share best practices. Further research is needed to devise effective methods for creativity assessment and use of strategies teachers that nurture creativity within the context of an international school. Given the cultural diversity inherent in international schools, educators need to understand how creativity is perceived and valued across various cultures. Longitudinal research would enhance our knowledge about the long-term impact of creativity education on students' personal, academic, and professional trajectories.