Emerging role models and the importance of language and tone
Words have power. They serve a variety of purposes for us, including educating, illuminating, persuading, debating, encouraging, reassuring, and informing. Unfortunately, they are also used to divide, to target, to manipulate, to intimidate, to scare and to expose.
Our work as international educators becomes even more crucial and pressing when those in positions of authority use words for these purposes. 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.
Today’s young people are very aware of the language and tone used by leaders in government. They may wonder, “Is this how to lead?” 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. We at CIS constantly communicate with educational associations, accreditors, and government agencies all over the world to stay up to date on policy changes and how they affect 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. The United States Department of Education 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
worldwide effects on educational communities Numerous inquiries from our members regarding the current diversity, equity, and inclusion programs and the appropriate terminology for discussing identity have resulted from these regulatory changes. Restrictions on the use of particular terms in education are not new anywhere in the world. 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.
Since they began in February, ongoing regulatory changes in the United States are having an effect on educational funding and programs this month. They are focusing on institutional practices and the language used to emphasize 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.
