One of the highlights of our CIS Global Forum each year is the celebration of outstanding work across our community of universities and schools via the Higher Education Awards. This year, amid such a challenging time, it gives us enormous pleasure to celebrate, recognise, and thank our award recipients for their exemplary service in the international admission and guidance community.

What does 'charging our batteries' really mean? So often, people take a break from work only to crave something to occupy minds, establish routine and break the monotony. Lee Hole, Head of Secondary School at GEMS International School–Al Khail in the United Arab Emirates describes what to look out for and ways to recharge.

With so much going on in our busy minds, busy lives, and even busier inboxes, it can be extremely easy to miss small but important details like authentic email addresses—and cybercriminals take great advantage of this. Here are some things to look out for.

Patrick Gyimah Awuah Jr is the Founder and President of Ashesi University, a private, not-for-profit institution in Ghana. Patrick was educated at Swarthmore College in Pennsylvania, USA on a near-full scholarship in 1985. In 2001, Patrick was a Program Manager at Microsoft and returned to Ghana to found Ashesi University.

LIKE explores the impact of social media on our lives and the effects of technology on the brain. The goal of the film is to inspire us to self-regulate. Social media is a tool and social platforms are a place to connect, share, and care … but is that what's really happening?

What does it mean to purposefully and intentionally 'tackle' racism? And how will we hold ourselves accountable to each other and for the young people we serve in international education? We asked speakers from our upcoming Tackling Racism Workshop Series to identify some of the common missteps that educational leaders and educators make in their goal to address and tackle racism.

Some safeguarding and well-being risks have increased for many children as a consequence of moving to remote learning. At the same time, the sudden shift to home-based learning and concerns about students’ academic progress has meant that key elements of some schools’ safeguarding and well-being education were paused or weakened. We look at different approaches to terminology, explore challenges, and offer eight steps/solutions that schools can take as we draw on examples from CIS Accredited schools and on the work of experts in this field.