Teacher feedback is widely recognised as a cornerstone of learning in second‑language (L2) academic writing, yet its impact ultimately depends on how students interpret and act upon it.

Until the latest revision to the COBIS Accreditation and Compliance Standards launched in January 2025 there was an expectation that “The school teaches the majority of subjects through the medium of English.”

In many Asian education systems, private supplementary tutoring (or shadow education in the academic literature) is pervasive.

Language is the heartbeat of early education. In the Pre-Prep years, language is not only a subject but the foundation of all learning and expression.

Phonics instruction has long been a cornerstone of early literacy, but traditional approaches often rely heavily on visual and auditory cues alone.

HackMIT China 2026 is set to return with tremendous momentum, bringing the prestigious Massachusetts Institute of Technology’s hackathon culture to young innovators across the globe.

Why does subject leadership need to move beyond compliance towards sustained improvement?

Bilingual education programmes have been flourishing around the world. They can be defined as programmes or approaches that combine curriculum content and additional language (hereafter L2) learning (Banegas & Zappa-Hollman, 2024).

As 2025 draws to a close, a remarkable body of research is reshaping how educators think about learning, teaching and student wellbeing.

Content and Language Integrated Learning (CLIL) is an educational approach where students acquire content alongside language through a subject course taught in an additional language. 

Vocabulary is often underestimated and overlooked — yet it is one of the most important aspects of language acquisition. 

The timeless Chinese proverb, “Learning is like rowing upstream; not to advance is to fall back,” resonates more strongly today amid rapid changes and rising expectations.