By Jane Larsson, CIS Executive Director

 

 

 

Emerging role models and the importance of language and tone 

Words have power. We use them to inform, to educate, to illustrate, to persuade, to debate, to encourage, to comfort and to reassure. Unfortunately, they are also used to divide, to target, to manipulate, to intimidate, to scare and to expose.

When people in positions of power use words for the latter purposes, our work as international educators becomes even more important and urgent. 

As we watch world leaders face challenges and opportunities we may not have imagined, the implications of their behavior for future leaders are vast, and the role models we choose to emulate will play a crucial part in shaping new approaches to leadership.

Young people today are acutely aware of the language and tone used by governmental leaders. 'Is this how to lead?', they may wonder. What are the implications for the next generation of world leaders? Who are the new role models? 

It is our job to help young people make sense of the language and tone adopted by leaders, which can and is significantly influencing public perception. How are we helping emerging leaders understand the power of their words and the importance of communicating effectively?

Some might say that too many of us are now working in a reactive mode. (Startled, certainly.) But if the opposite of reacting is being silent, this is not a time to be silent as educational leaders. 

At CIS, we’re keenly focused on ensuring our own response to recent changes is supportive of the diverse contexts represented in educational institutions across our global membership community … in 124 countries.

In truth, communities across the world continually adjust their programs and tools to their local context; this is the work of international educators.
 

Shifting policies & regulations 

Educational institutions and the students they serve are being affected in multiple countries as governmental regulations are changed and challenged, and so too are diplomatic relationships. We don’t know how and when these will reach some form of stability or take new shape. At CIS, we continually engage with governmental agencies, educational associations, and accreditors worldwide to stay informed on policy changes and their impact on the educational communities we serve and support. 

Over the past weeks, we’ve participated in multiple conferences and meetings that included representatives from the U.S. Department of Education, the U.S. Department of State, and leaders of U.S. regional and independent school accreditation agencies. These interactions are vital as they help us understand related concerns and challenges faced by schools and universities.

The primary concerns we’re hearing include:

• the impact of changing regulations in the United States related to diversity, equity and inclusion, with direct links to the provision of governmental funding
• potential enrolment impacts on schools serving internationally mobile families and governmental workers due to policy changes and agency cuts
• the uncertainty facing students planning to attend universities in other countries due to potential changes in immigration policy, new restrictions on academic content and recruitment programs, and what they can expect when they arrive

 

Impacts on educational communities around the world

These regulatory changes have prompted numerous inquiries from our members about current diversity, equity, and inclusion programs and the appropriate terminology to use when discussing identity. 

Globally, restrictions related to the use of specific terminology in education are nothing new. 

For many years, we’ve guided schools and universities to address national or cultural restrictions on the use of certain content due to location-specific laws or norms. 

 

New restrictions are making a broader impact

Last month, one country blocked access to the CIS website, our membership portal information and resources due to a blog posted on the CIS Perspectives blog that raises awareness and offers guidance around aspects of gender and identity. The blog content was featured by a local newspaper as contradictory to the country’s national law. 

This month, ongoing regulatory changes in the United States (since they began in February) are impacting educational funding and programs, focusing on institutional practices and the language used to highlight the values of diversity, equity and inclusion. These changes are being implemented at pace and with a scope many did not expect, causing uncertainty and worry. International study choices are already being impacted voluntarily and involuntarily. 

We’re prioritizing cross-sector dialogue among schools and universities to ensure we have up-to-date information as global partnerships and relationships are examined.

Early in April, the 2025 CIS Summit of University and School Leaders will convene in Leiden, the Netherlands. As we bring members of our global community together, our focus will be on the continuity of care across educational sectors. We will look at the current forces impacting international education, and together with leaders from partner organizations, curriculum and assessment providers, and international credential evaluators, we’ll consider what we can do together and how we can most effectively support each other across sectors and professions. 

 

Values and authenticity: Our commitment to ethical behavior

Despite these challenges, we remain committed to upholding our values and code of ethics, which are strong, clear, and unchanged.

The CIS Code of Ethics guides our behavior and decision-making as educators and should be shared with regulatory bodies that may question curriculum or practices. We are bound by local laws while respecting human rights, the dignity, and equality of all individuals, groups, and cultures. 

All CIS educational institutions are expected to:

• Fulfil the promises stated in their guiding statements, policies, contracts, and promotional materials.
• Strive for excellence.
• Nurture a culture of care in which the education, safety, and well-being of students and others are paramount.
• Comply with applicable laws and regulations.
• Respect the dignity and equality of all individuals, groups, and cultures.
• Promote global citizenship.

This is a time to foster communication and provide multiple opportunities for your community to share concerns and questions and discuss them together, with support, mindful of the many diverse perspectives emerging internationally. 

 

The role of international education

It is our responsibility to help young people navigate the complexities of leadership in a visible, global world. 

This is a time for educators to foster discussion on examples of leadership and inspire young people to think differently about what it means to lead. New role models are emerging from diverse backgrounds, embodying a range of leadership styles and values. Those who exhibit empathy and intercultural understanding are seen to be better equipped to address people’s needs and concerns.

By exposing students to diverse role models and helping them learn the importance of language and tone, we can develop their agency and empower them to become thoughtful, effective leaders. Their acquisition of core skills, including acting ethically, thinking critically, and developing social responsibility, will enable them to make informed decisions and lead with integrity.

The implications for a new generation of world leaders are profound. Through education, mentorship, and examples, we can help them develop as socially responsible leaders who will navigate the future with wisdom and clarity.