Pearson International School Teacher Awards
Meet the 2026 Winners
We are thrilled to reveal the global and regional winners of the 2026 Pearson International School Teacher Awards, announced at our online awards ceremony on 18 June 2026.
These educators stand out for their pioneering teaching strategies, transformative leadership, and a lifelong commitment to education. They are exceptional educators who exemplify the very best of international education, and this list represents an inspiring showcase of talent and passion within our network.
The 2026 global and regional winners and finalists
The global and regional winners for the 2026 Pearson International School Teacher, Leader and Outstanding Innovator of the Year awards were announced at our awards ceremony on 18 June 2026.
Find out more about our winners and finalists below - congratulations to you all!
International School Teacher of the Year Global Winner
Raquel Sánchez Nieto
El Limonar International School (ELIS) Murcia, Spain
Our judges' comments
"Raquel embodies the professionalism, innovation, curiosity and commitment of an outstanding international school teacher. She is changing young learners' lives with her commitment to supporting her students both in and out of the classroom. Her impact is tangible and lasting. She is a very worthy global winner of this award."
Extracts from Raquel's nominations
Raquel is an exceptional international school teacher because she embodies the very best of our profession: intellectual rigour, moral clarity, and an unwavering commitment to the flourishing of young people. Her work consistently goes beyond the delivery of curriculum and reaches into the deeper work of shaping confident, thoughtful, and compassionate individuals.
As a language teacher, Raquel creates classrooms that are purposeful, inclusive, and alive with learning. She holds high expectations and meets them with warmth, clarity, and precision. Students are encouraged to think carefully, articulate their ideas with confidence, and take genuine ownership of their progress. She is deeply attentive to individual needs, routinely adapting her practice, offering additional support beyond lessons, and working closely with families and colleagues to ensure that every student feels known and valued. The impact is clear in the confidence of her students and in their willingness to embrace challenge.
What distinguishes Raquel most clearly is her commitment to understanding the whole child. Alongside her professional responsibilities, she has pursued a Master’s degree in Child Psychology, not for status or advancement, but to deepen her understanding of how young people develop, behave, and learn. In her role as Middle School Coordinator, Raquel provides quiet but highly effective leadership across academic and pastoral domains. She maintains a clear, strategic overview of students’ journeys and ensures that support is timely, coherent, and compassionate. Most notably, she has led a pioneering programme of relationships education focused on healthy behaviours, boundaries, and self-respect. These sessions were carefully designed, developmentally appropriate, and rooted in psychological research, while remaining deeply relevant to students’ lived experiences. The impact was immediate, with students demonstrating greater maturity in their interactions, and lasting, with a clear shift in how students talk about relationships and personal wellbeing.
Raquel’s impact extends beyond her students. She is a trusted colleague who leads with integrity, reflection, and generosity. She strengthens teams through her insight and calm professionalism, and she consistently places young people at the centre of collective decision-making. She is an educator of rare calibre. She shapes culture, changes lives, and leaves a legacy that will endure well beyond the classroom.
International School Teacher of the Year: Regional Winners
Africa Regional Winner: International School Teacher of the Year
Sukaina Mahmood Khatau, Head of Secondary and Mathematics Teacher at Nairobi Jaffery Academy, Kenya
"For me, the greatest reward is knowing that the work I do has positively impacted my students and that they feel seen, supported and inspired. Reading the words written by my students filled my heart with immense gratitude and joy. This recognition reminds me why I chose education and motivates me to continue making a difference every day."
An excerpt from her nomination:
What makes Miss Sukaina different is how she helps us outside the classroom, whether that means staying after school, explaining a topic many times in different ways, or checking in with students individually to see how they are doing. Miss always notices when someone is falling behind or losing confidence and takes immediate action to help them get back on track. Because of this, lots of our classmates who once felt discouraged or “bad at maths” have grown into confident students who believe in themselves.
In addition to her amazing teaching, Miss Sukaina was promoted to Head of Secondary, proof that she is a great leader and that she has immense respect within the school community Despite the increased responsibilities that come with that, her commitment to teaching has never changed. She continues to teach with the same passion, as she always has, proving that her dedication to students remains her top priority. After teaching us for more than five years, Miss Sukaina has left an amazing lasting impact on who we are as students and people. She's not just an amazing teacher; she is a mentor, leader, and role model.
Asia Regional Winner: International School Teacher of the Year
Dr Thinzar Theint Theint Thu, Chemistry Teacher at YOUTH International College, Myanmar
"I am truly honored and delighted. It has inspired and motivated me to work even harder for my students and their future. I feel proud to collaborate with the Pearson team in improving education for children in my country. I will continue striving to support students’ learning and contribute to educational development with dedication and passion."
An excerpt from her nomination:
They really stands out in our school. They bring this real warmth and patience that touches everyone, students and staff alike. It's not just about teaching lessons, but making people feel like they matter. I think what hits me first is their kindness, like greeting kids with a smile that feels genuine, or remembering little things such as birthdays. They notice when someone seems off and offer a word or two that helps. They are also quick to respond when you need something. Students can tell them stuff after class, and they listen without rushing. Or they adjust how they teach if someone learns differently.
Parents mention how they handle questions so thoughtfully, turning worries into fixes pretty fast. In the classroom, everything feels steady but not too rigid. It's calm because kids respect them, and they let students try things even if they mess up. Mistakes are okay there, part of figuring stuff out. During group projects, they step in to help kids work out arguments on their own, showing how to collaborate. This setup lets everyone grow, not just in schoolwork but personally too.
Beyond just us students, they help out colleagues a lot. New teachers go to them for tips on handling classes or sharing materials. When we switched to online stuff during that tough time, they set up these casual meetups to go over tech tools so nobody got left out. Their way of giving advice is encouraging, without making it seem like they know everything. Parents say thanks a lot for how their children come home more open minded and sure of themselves. It feels like the teacher sees education as more than books, it's about building connections.All this makes them special in our international school. Kindness and that steady support leave a mark on everyone.
Europe Regional Winner: International School Teacher of the Year
Raquel Sánchez Nieto, Middle School Coordinator at El Limonar International School (ELIS) Murcia, Spain
"This is a deeply meaningful recognition for me. It represents years dedicated to my true vocation: guiding, supporting, and teaching students. It reminds me of the impact a teacher can have on a student’s life and strengthens my commitment to education every day."
An excerpt from her nomination:
Raquel is an exceptional international school teacher because she embodies the very best of our profession: intellectual rigour, moral clarity, and an unwavering commitment to the flourishing of young people. Her work consistently goes beyond the delivery of curriculum and reaches into the deeper work of shaping confident, thoughtful, and compassionate individuals.
As a language teacher, Raquel creates classrooms that are purposeful, inclusive, and alive with learning. She holds high expectations and meets them with warmth, clarity, and precision. Students are encouraged to think carefully, articulate their ideas with confidence, and take genuine ownership of their progress. She is deeply attentive to individual needs, routinely adapting her practice, offering additional support beyond lessons, and working closely with families and colleagues to ensure that every student feels known and valued. The impact is clear in the confidence of her students and in their willingness to embrace challenge.
What distinguishes Raquel most clearly is her commitment to understanding the whole child. Alongside her professional responsibilities, she has pursued a Master’s degree in Child Psychology, not for status or advancement, but to deepen her understanding of how young people develop, behave, and learn. In her role as Middle School Coordinator, Raquel provides quiet but highly effective leadership across academic and pastoral domains. She maintains a clear, strategic overview of students’ journeys and ensures that support is timely, coherent, and compassionate. Most notably, she has led a pioneering programme of relationships education focused on healthy behaviours, boundaries, and self-respect. These sessions were carefully designed, developmentally appropriate, and rooted in psychological research, while remaining deeply relevant to students’ lived experiences. The impact was immediate, with students demonstrating greater maturity in their interactions, and lasting, with a clear shift in how students talk about relationships and personal wellbeing.
Raquel’s impact extends beyond her students. She is a trusted colleague who leads with integrity, reflection, and generosity. She strengthens teams through her insight and calm professionalism, and she consistently places young people at the centre of collective decision-making. She is an educator of rare calibre. She shapes culture, changes lives, and leaves a legacy that will endure well beyond the classroom.
Middle East Regional Winner: International School Teacher of the Year
Kofi Lawrence Adams, Head of Business and Economics Department at The English School Fahaheel, Kuwait
"This is a deeply humbling and meaningful honour. It represents not only my personal journey as an educator but also the trust, growth, and achievements of the students and colleagues who inspire me every day. I dedicate this achievement to all my students and my colleagues past and presents on whose wings I am able to soar this high."
An extract from his nomination:
Lawrence is an exceptional Business and Economics teacher whose dedication, kindness, and integrity have made a lasting impact on our entire school community. He consistently goes above and beyond to create meaningful learning experiences for his students, bringing business education to life in ways that extend far beyond the classroom. He has successfully organised a range of educational trips, including visits to KDD and the Stock Exchange, giving students valuable real-world insight into how businesses operate. These experiences have helped students connect their classroom learning to the world around them in a practical and inspiring way. Lawrence also arranged an Injaz workshop, encouraging students to develop innovative business ideas and think entrepreneurially about their futures. One of his most impressive initiatives was the Business Enterprise Day, which involved the entire school. Students took on the role of businesspeople, created their own enterprises, and even participated in auctions, gaining hands-on experience in teamwork, creativity, and financial decision-making.
His commitment to his students is evident in the time and energy he invests in supporting them. He works tirelessly to ensure they not only understand the subject content but also develop confidence and ambition. As a result of his dedication, student achievement in IGCSE and A Level Business and Economics has improved significantly.
Beyond his professional achievements, Lawrence is a genuinely kind and gentle person who treats everyone with equal respect. He keeps away from workplace politics and focuses instead on supporting those around him. He is known for his generosity, often contributing to charitable causes and supporting colleagues in times of need. He speaks to all members of the school community with warmth and respect, including the cleaning staff, which reflects his humble and considerate nature.
Lawrence is not only an outstanding educator but also a wonderful colleague and human being. His positive attitude, generosity, and strong relationships with both students and staff make him a true role model within our school.
International School Teacher of the Year: Regional Finalists
Africa Regional Finalist: International School Teacher of the Year
Nelita Mbae, English Teacher at The Mombasa Academy, Kenya
"Being a finalist is a truly humbling and meaningful experience. It is an honour to be recognised among such dedicated educators who work tirelessly to inspire learners every day. This nomination motivates me to continue giving my best in the classroom, nurturing curiosity, confidence, and a love for learning. I am grateful to my students, colleagues, and school community for their support and encouragement throughout this journey."
An excerpt from her nomination:
Nelita embodies the qualities of an inspiring global teacher: compassion, cultural awareness, academic excellence, and an unwavering commitment to her students’ success. Her impact extends far beyond the classroom, shaping confident learners, supporting colleagues, and strengthening our international ethos. One of her most remarkable qualities is her ability to connect with students from diverse cultural and linguistic backgrounds. She creates an inclusive, welcoming classroom where every learner feels valued and understood. New students - especially those transitioning from different educational systems - often flourish under her guidance. Several parents have shared that their children regained confidence in English and reading because of her patient, personalised support. Her lessons are consistently engaging, structured, and academically rigorous. She incorporates global themes, inquiry-based learning, and cross-curricular links that broaden students’ perspectives. In English, she guides students to think critically about literature while nurturing creativity in their writing.
Within our international school community, she consistently models professionalism and integrity. She participates in school events, supports extracurricular programs, and often volunteers her time to help organise reading competitions, drama activities, and parent workshops. Her contributions foster a positive school culture where learning, respect, and global mindedness thrive. She is not only an outstanding international school teacher but also a powerful force for good within our community.
Africa Regional Finalist: International School Teacher of the Year
Oluwaseyi Samson Popoola, Economics & Business Tutor and Head of Social Sciences at Children's International School Lagos, Nigeria
"This award is a testament to the fact that students would not care to know how much a teacher knows about the subject he/she teaches till they know how much such teacher cares. It also shows to me that my effort beyond the classroom and official hours, thinking about how best to improve each of my learner is not in vain. This is to every student I have ever taught and yet to teach!."
An excerpt from his nomination:
He goes far beyond delivering lessons; he shapes character, builds confidence, and creates a learning environment where every student feels seen and valued. His dedication, creativity, and genuine care for his students make him stand out as an inspiring educator. His impact extends beyond his students to his colleagues as well. He regularly shares resources, innovative teaching strategies, and thoughtful insights during staff meetings. When our school introduced a cross-curricular project, he took the initiative to coordinate with other departments, ensuring the project was meaningful and well-structured. His collaborative spirit strengthens teamwork among staff and contributes to a positive professional culture within the school.
In our international school community, diversity is one of our greatest strengths, and he actively celebrates it. He creates opportunities for students from different cultural backgrounds to share their perspectives and experiences. For example, during international events and classroom discussions, he encourages students to connect lessons to their own cultures and global experiences. This fosters mutual respect, open-mindedness, and a strong sense of belonging.
He has positively impacted his students by building their confidence and love for learning, supported his colleagues through collaboration and innovation, and strengthened our international school community by promoting inclusivity and global awareness. His influence extends far beyond the classroom and leaves a lasting impression on everyone he teaches.
Asia Regional Finalist: International School Teacher of the Year
Maryam Hussain, Islamic Studies Teacher at Beacon House School System Ring Road Campus, Pakistan
"Being a finalist means so much - it tells me that the long hours, the doubts, and the quiet determination were worth it. It’s a reminder that showing up and giving my best truly matters. I feel proud, grateful, and a little overwhelmed to see my name among so many talented people. Thank you for this moment."
An excerpt from her nomination:
She consistently demonstrates excellence not only in her classroom instruction, but also in the way she enriches the entire school community. She embodies the qualities of an inspiring international educator: cultural sensitivity, adaptability, empathy, and a genuine commitment to student growth. Her impact extends far beyond academics, creating a learning environment where every student feels valued, challenged, and capable.
Academically, she consistently produces outstanding results because she makes learning engaging and relevant. She incorporates project-based learning, cross-cultural topics, and real-world applications into her lessons. In one notable project, she guided students through a collaborative research unit on a specific topic that she was teaching, culminating in a student-led exhibition that brought together parents, school leaders, and community members. This project not only strengthened students’ critical thinking skills.
Her influence on colleagues is equally profound. She is known as a generous collaborator, someone who shares resources, mentors new teachers, and supports school-wide initiatives. She co-leads professional development workshops on differentiated instruction and inclusive classroom practices, helping elevate the teaching standards across the entire school. Many colleagues describe her as the person they turn to when they need support, ideas, or simply a fresh perspective. What truly sets her apart is her unwavering dedication to students’ well-being. Whether she is checking in with a struggling learner after school, supporting a shy student to build confidence, or celebrating the achievements of those who once doubted themselves, she prioritizes emotional growth with the same care as academic success. Parents frequently praise her for helping their children feel seen, understood, and motivated. In every sense, she is an educator who inspires, uplifts, and leads by example.
Asia Regional Finalist: International School Teacher of the Year
Nay Nwe Lwin, English Teacher at Hinthar International School, Myanmar
"Being a finalist means a lot to me since it means I am recognised as one of the best teachers by my students which makes me feel so proud of myself as a teacher. I'll always appreciate this achievement as a remark of how far I've come."
An excerpt from her nomination:
She is an exceptional English teacher who consistently demonstrates kindness, dedication, and outstanding teaching ability. She creates a warm and inclusive classroom environment where students feel safe to express themselves and are not afraid to make mistakes. This positive atmosphere helps students build confidence, especially those who initially struggle with English or feel shy speaking in class. She explains lessons clearly, adapts her teaching methods to suit different learners, and uses engaging activities to make English lessons interesting and meaningful. Her strong understanding of both ESL and EFL teaching allows her to meet students where they are and guide them toward steady improvement in reading, writing, speaking, and listening skills.
Beyond teaching, she also supports her students emotionally and personally. She listens to them with care, offers guidance when needed, and treats every student with respect. Her kindness and understanding make her a trusted teacher whom students admire and appreciate.
Within the school community, she is known as a dedicated and responsible educator who takes her role seriously and contributes positively to the learning environment at Hinthar Education. Her passion for teaching and genuine care for her students truly set her apart.
Europe Regional Finalist: International School Teacher of the Year
Guy Garden, Key Phase Leader of KS4 at El Limonar International School (ELIS) Villamartín, Spain
"Being named a finalist is a tremendous honour. It is especially meaningful because it recognises not only my own dedication to education, but also the fantastic students I have the privilege to teach and the wonderful colleagues I work alongside every day. El Limonar International School is a truly special place, and any success I have achieved reflects the support, collaboration, and shared commitment to excellence that exists throughout our school community."
An excerpt from his nomination:
Guy is a dedicated and inspirational teacher in and out of the classroom. He is a model of kindness and dedication, generously giving his time and knowledge to all students and colleagues. His loyalty and tireless commitment to each student goes far beyond the classroom, encouraging all students to perform to their full potential. He is an extraordinary teacher and person, he deserves complete recognition for all his hard work and likability.
In the classroom, he instils a love of History in his students and has consistently seen uptake in the subject increase year on year at both GCSE and A Level. His students find his lessons thought-provoking, engaging, and often the highlight of their week. He has a remarkable ability to convey complex historical concepts in a way that is both accessible and challenging. He treats his students with respect, engaging them as young adults rather than simply as pupils, which encourages independent thinking and lively debate. He fosters an environment where students feel confident to ask questions, challenge assumptions, and develop their own interpretations of historical events. This combination of rigour, care, and respect consistently inspires students to reach their full potential.
Guy is also responsible for the academic progress and wellbeing of students in Years 10 and 11. He is truly dedicated to this role, and his calm and unassuming manner makes him approachable to all students, who know they can turn to him for guidance and support. Additionally, as an alumnus and former Admissions Secretary at Magdalen College, Oxford, Guy generously supports students applying to Oxbridge, providing guidance, mentoring, and encouragement that helps them navigate this challenging process successfully.
Guy is involved in many areas of school life and approaches each with professionalism, dedication, and passion. He consistently reflects and embodies the school’s core values of Kindness, Respect, Honesty, Care, and Perseverance. His impact on both students and colleagues is profound.
Europe Regional Finalist: International School Teacher of the Year
Rachael Brett-Summers, Year 6 Maths Teacher & Upper Key Stage 2 Phase Lead at El Limonar International School (ELIS) Murcia, Spain
"I feel incredibly proud to have been shortlisted as a finalist. Teaching children has always been my dream - helping them grow in confidence, feel valued, and believe in themselves. Thank you to my incredible school for the nomination, my colleagues, and the wonderful families and students I have the privilege of working with every day. This really means the absolute world to me."
An excerpt from her nomination:
Rachael exemplifies excellence in international education. Her commitment to pedagogical improvement, her innovative leadership, and her unwavering care for learners make her a truly deserving nominee whose impact reaches far beyond her own classroom. As a Year 6 Maths teacher, she combines outstanding subject knowledge with deep curiosity about pedagogy, consistently seeking ways to refine practice and improve outcomes for pupils.
One of Rachael’s most significant contributions has been her leadership in piloting and developing Find and Fetch, a whole-school approach to retrieval practice. This initiative has transformed how retrieval is understood and used across the school. What makes this work particularly powerful is that it is not simply something done to pupils; Rachael ensured that the cognitive science behind retrieval practice was explicitly taught to them. As a result, pupils understand how memory works, why content is revisited, and how the curriculum spirals across year groups.
The impact of this work has been substantial. Pupils are more motivated, more confident, and far more engaged in their learning. Comments such as “We’ve done this before” have been replaced by a clear sense of purpose and ownership, as pupils recognise revisiting content as a strength rather than a setback. Teachers across the school now plan retrieval more consciously, leading to improved retention and stronger outcomes over time.
Rachael’s influence extends through her example. She shares best practice generously, supports colleagues with clarity and humility, and leads by doing. Her leadership is calm, credible and rooted in classroom reality, which makes her guidance both trusted and impactful. Equally important is Rachael’s deep care for the pupils and staff she works with. She is a compassionate teacher and leader who always places children at the centre of decision-making, using her expertise to make thoughtful choices that genuinely improve their educational experience.
Middle East Regional Finalist: International School Teacher of the Year
Saed Al-Twal, Physics Teacher at Al Ittihad School, Jordan
"Being selected as a finalist is a great honour and a deeply meaningful achievement for me. As a Physics teacher, my greatest reward is seeing students grow in confidence, develop analytical thinking, and achieve success beyond what they believed possible. This recognition reflects not only my efforts, but also the dedication and hard work of my students, colleagues, and school community. I am truly grateful to be considered among such inspiring educators."
An excerpt from his nomination:
Saed exemplifies excellence in teaching and leadership within the classroom. He has a remarkable ability to make complex Physics concepts clear, engaging, and relevant to real life. His students consistently demonstrate strong understanding, confidence, and measurable academic growth, reflecting his commitment to high standards and meaningful learning. What truly distinguishes him is his dedication to every student. He provides additional support when needed, challenges high achievers to reach their full potential, and fosters a classroom culture built on respect, curiosity, and resilience.
He goes beyond the classroom by offering extra help sessions, guiding students before exams, and always making time to listen. He challenges high achievers while carefully supporting those who need more guidance, creating a classroom where everyone feels valued.
He also connects Physics to technology and engineering by incorporating simulation software and digital tools that allow students to visualize abstract concepts like waves, forces, and energy transfer. Mr. Sa’ed integrates STEM through hands-on, inquiry-based learning. For example, he guides students in designing and conducting their own physics experiments—such as building simple electric circuits, testing projectile motion through student-created models, and analyzing motion using real data collection. Rather than giving them ready answers, he encourages them to hypothesize, test, adjust, and reflect, strengthening their analytical and problem-solving skills.
Middle East Regional Finalist: International School Teacher of the Year
Aishah Ahmed Nekiwala, Head of Co-Curricular Activity Programme Girls School and English Teacher at MiSK Schools, Saudi Arabia
"Being named a finalist for the Pearson International Teacher Awards is an honour that represents far more than personal achievement. Teaching is my calling and every challenge, success and sacrifice has been driven by a desire to change lives through education. This recognition shows my students that belief, ambition and hard work can take you anywhere in the world. I want young people to see that greatness is possible for them no matter where they begin."
An excerpt from her nomination:
Aishah is an exceptional educator who consistently goes above and beyond to support her students. Her passion for teaching is evident in every lesson, and she creates a classroom environment that is welcoming, engaging, and motivating. She explains concepts clearly and patiently, ensuring that myself and all students feel confident to participate and ask questions. What truly sets Aishah apart is her genuine care for students. She takes the time to understand each student’s needs and encourages us to believe in ourselves, even when we face challenges. Her kindness, encouragement, and dedication have made a lasting impact on our academic progress and personal growth.
As a student and my class mates, I/we strongly believe that Aishah is not only an outstanding teacher but also a mentor and role model. One of Aishah’s greatest strengths is her inclusive and student-centred teaching approach. In a diverse international classroom, she ensures that every student feels seen and heard, regardless of background or ability. She adapts her lessons to accommodate different learning styles and cultural perspectives, often incorporating real-world and global examples that help students connect learning to their own experiences. This approach has helped many students gain confidence, particularly those who were previously hesitant to participate.
Beyond her work with students, Aishah is a respected and supportive colleague. She willingly shares resources, collaborates on lesson planning, and contributes positively to team discussions. Her professionalism and willingness to support others strengthen the teaching community and help maintain a positive, collaborative school culture.
As students, we feel inspired by Aishah not only because of what she teaches, but because of how she teaches and how she treats people. She has helped many of us grow academically, gain confidence, and feel a sense of belonging within our school community. Her dedication, compassion, and impact make her truly deserving of recognition as an exceptional international school educator.
International School Leader of the Year Global Winner
Dr Aung Myo Min
Helix International School, Yangon, Myanmar
Our judges' comments
"Dr Aung is an extraordinary leader whose vision, compassion and humanity are obvious for all to see and an inspiration to his school community, his students and staff. He leads with heart and as one of his nominators said, 'He does not simply manage a school; he uplifts a community and inspires those around him to become better versions of themselves.' He is a very worthy global winner.”
Extracts from Dr Aung's nominations
Dr. Aung Myo Min is not just a founder/CEO, he is the heartbeat of Helix International School. He has made his life mission to ensure that a student's potential should not be restricted by geography or financial circumstances. By establishing both online and on-campus learning pathways, he has made it possible for students from suburban and rural communities to access the same rigorous international education as those in major cities. He also initiated merit-based scholarship program in Helix offering up to 100% tuition support for high-achieving students. This has opened doors for learners who might otherwise never have considered an international education pathway. Furthermore, he recently signed a partnership with Myanmar Citizens Bank to provide educational loans, ensuring financial barriers never stop a Helixer from pursuing further studies.
He is constantly expanding opportunities for students beyond our campus. From hosting representatives of institutions such as the University of Sheffield to celebrating an alumnus now studying Medicine at the University of Parma, he ensures students see pathways to the world beyond Myanmar. He also organizes free webinars on international education pathways open to the general public, not just Helix families.
He never leads behind the desk; he is in the school grounds, at the sports field and on the front lines of crisis. In September 2024, when floods devastated Taungoo, Dr.Aung didn't just send a check. He personally led our Helix family into the affected villages, delivering aids to 240 households. Again, after the devastating 2025 earthquake, he was there in Pyinmana, providing for 100 families and supporting Mandalay Hospital. Seeing him fundraising and carrying supplies alongside everyone else inspires a level of respect and unity among students and staffs.
Despite his demanding role as Founder, Dr.Aung remains remarkably hands-on. He makes the time to know students personally and engage with families in parent-teacher meetings, ensuring every member of the community feels supported. He does not simply manage a school; he uplifts a community and inspires those around him to become better versions of themselves. For all these reasons, he is, in every sense, a truly deserving Leader of the Year.
International School Leader of the Year: Regional Winners
Africa Regional Winner: International School Leader of the Year
Manal Morcoss, School Principal at Marvel International School, Egypt
"This is a deeply humbling honour that crowns my 38 years in education. I am grateful to be recognized by a board I have long admired as well as the wonderful teachers I have served - whose trust and votes made this recognition possible. More than personal validation, this feels like a beacon of hope for every dedicated educator - reminding us that our lifelong commitment to learners truly can be celebrated."
An excerpt from her nomination:
Their leadership has created meaningful, lasting change for students, teachers, and the wider international school community by placing learning, well-being, and collaboration at the heart of everything they do.
One of their most significant impacts on students has been fostering an inclusive, student-centered culture. They champion practices that recognize individual differences in language, culture, and learning needs, ensuring that every student feels seen and valued. For example, they introduced cross-curricular projects that connect global issues with local contexts, allowing students to develop critical thinking, intercultural understanding, and real-world problem-solving skills. As a result, student engagement and confidence have noticeably increased, and learners are more willing to take ownership of their learning.
Their influence on teachers has been equally powerful. They lead by example, demonstrating professionalism, lifelong learning, and reflective practice. Rather than imposing change from the top down, they actively involve teachers in decision-making processes, valuing their voices and expertise. They established professional learning communities where teachers collaborate, share best practices, and support one another across departments and cultures. This approach has strengthened teamwork, improved teaching quality, and boosted staff morale. Teachers feel trusted, empowered, and motivated to innovate in their classrooms.
Beyond the school, their impact extends to the wider international school community. They actively build partnerships with parents, local organizations, and other international schools, promoting shared learning and cultural exchange. They encourage community service initiatives and global citizenship projects, helping students understand their role in a connected world.
What truly sets this leader apart is how they lead by example. They are visible, approachable, and genuinely invested in the school community. They listen carefully, communicate transparently, and act with integrity. In doing so, they inspire others to lead with the same sense of purpose and compassion. Their leadership has not only improved outcomes but has shaped a positive, forward-thinking culture where students and educators alike can thrive.
Asia Regional Winner: International School Leader of the Year
Dr Aung Myo Min, CEO at Helix International School, Yangon, Myanmar
"I am deeply humbled to receive this prestigious Pearson award. Transitioning from my background as a medical university lecturer to founding Helix International School has been a journey of profound passion. This recognition is a shared victory for our dedicated team and our incredible Helixers. It validates our mission to elevate education in Myanmar and fuels our drive to continue shaping tomorrow’s leaders."
An excerpt from his nomination:
Dr. Aung Myo Min is not just a founder/CEO, he is the heartbeat of Helix International School. He has made his life mission to ensure that a student's potential should not be restricted by geography or financial circumstances. By establishing both online and on-campus learning pathways, he has made it possible for students from suburban and rural communities to access the same rigorous international education as those in major cities. He also initiated merit-based scholarship program in Helix offering up to 100% tuition support for high-achieving students. This has opened doors for learners who might otherwise never have considered an international education pathway. Furthermore, he recently signed a partnership with Myanmar Citizens Bank to provide educational loans, ensuring financial barriers never stop a Helixer from pursuing further studies.
He is constantly expanding opportunities for students beyond our campus. From hosting representatives of institutions such as the University of Sheffield to celebrating an alumnus now studying Medicine at the University of Parma, he ensures students see pathways to the world beyond Myanmar. He also organizes free webinars on international education pathways open to the general public, not just Helix families.
He never leads behind the desk; he is in the school grounds, at the sports field and on the front lines of crisis. In September 2024, when floods devastated Taungoo, Dr.Aung didn't just send a check. He personally led our Helix family into the affected villages, delivering aids to 240 households. Again, after the devastating 2025 earthquake, he was there in Pyinmana, providing for 100 families and supporting Mandalay Hospital. Seeing him fundraising and carrying supplies alongside everyone else inspires a level of respect and unity among students and staffs.
Despite his demanding role as Founder, Dr.Aung remains remarkably hands-on. He makes the time to know students personally and engage with families in parent-teacher meetings, ensuring every member of the community feels supported. He does not simply manage a school; he uplifts a community and inspires those around him to become better versions of themselves. For all these reasons, he is, in every sense, a truly deserving Leader of the Year.
Europe Regional Winner: International School Leader of the Year
James Cunningham, Principal at Hull's School Zurich Switzerland
"I am here to represent and honour my past, present and future students, and the parents of my students. I am here to represent my colleagues and everyone who has given me support as a teacher and educator."
An excerpt from his nomination:
His leadership stands out because of the way he leads with both calm authority and genuine care, especially when it mattered most. He took over the school at the worst point of the COVID pandemic, at a time when the school was not yet fully equipped for online learning. Within just a few weeks, he transformed the entire system so that students could continue their education from home without interruption. No students missed their lessons. That moment alone defines the kind of leader he is: decisive, adaptable, and relentlessly focused on what students need.
What makes James especially remarkable is that, while ensuring the school runs smoothly at every level, he still finds time to do what he loves most: teach. He continues to teach his favourite subject, history, sharing his passion directly with students in the classroom. This sends a powerful message that leadership is not about stepping away from students, but staying connected to them. His presence as a teacher strengthens trust, motivation, and the learning culture across the school.
James believes deeply in collaboration and the power of learning beyond the classroom. He works closely with other school leaders and external education partners to ensure that students continue to progress at the highest level. Through partnerships such as wirtschaftsbildung.ch, he strengthens real-world learning and future pathways for students. At the same time, he has worked tirelessly to connect the school to the wider world through enrichment opportunities with organisations such as UBS, the Zurich Film Festival, and academic Olympiads, opening doors for students far beyond the classroom.
He is passionate about bringing learning to life beyond the classroom. Under his leadership, students travelled to the United States to walk the path of the Civil Rights Movement, turning history into a lived and deeply meaningful experience. This year, our students also became the first international students to take part in a UK Psychology competition, an opportunity made possible through his vision and support.
James leads by example in every sense. He is visible, approachable, and deeply invested in the lives of the students. He knows them by name, understands their challenges, celebrates their achievements, and advocates for their futures. He also actively supports teachers to be creative and innovative, always encouraging them to make learning engaging, meaningful, and fun. Teachers feel supported and trusted. Students feel known and valued. Parents feel confident in the school’s direction.
James Cunningham is not just an effective school leader, he is the kind of leader who changes the trajectory of a school through integrity, courage, and genuine care.
Middle East Regional Winner: International School Leader of the Year
Jala Aakho, Head and Coordinator of the British Program at Al Ittihad International School, Jordan
"This recognition feels like a milestone, it’s a profound honour not just for me personally, but for every student, colleague, and family who has been part of this journey. It strengthens my belief that student-centred leadership can make a real difference, and I hope this moment inspires fellow educators everywhere to reach higher and dream bigger."
An excerpt from her nomination:
Ms Jala exemplifies what it means to be an international school leader: visionary, compassionate, and deeply committed to transforming students’ futures. She is far more than a coordinator, counsellor and head of IG/A level programme. She is a leader who genuinely knows her students; our goals, our worries, and our potential. She ensures we receive accurate, up-to-date academic and university guidance, but what truly sets her apart is the personal care she gives each one of us. She has created a system in the school which helps every student build a clear plan and encourages us to aim higher than we thought possible. That's done through constant meetings with us and our parents.
What reflects her innovative approach most clearly is how proactive and forward-thinking she is. She constantly keeps up with exam board updates, Jordanian equivalency requirements, and changing international university admissions criteria, often before others are aware of them. Ms Jala's election to the British Council Partner Sch6Counseling Committee further confirms her expertise and recognition in the wider community. In fact, parents and students from other schools, including some of our own friends, frequently contact her directly for clarification and advice. Many of them tell us they wish they had the same level of guidance and support we receive. This reputation beyond our school community speaks volumes about her expertise and leadership.
Ms Jala also regularly arranges visits from international and local university delegates, giving us direct exposure to global opportunities. She works tirelessly to connect students with international and external scholarships, ensuring that financial barriers do not limit our ambitions. Because of her efforts, we feel informed, empowered, and globally prepared.
International School Leader of the Year: Regional Finalists
Africa Regional Finalist: International School Leader of the Year
Maey Elnimer, Chief Operating Officer at The Continental School of Cairo, Egypt
"Being named a finalist is an honour that I receive with both pride and humility. Being nominated by my colleagues makes it especially meaningful. Their support and encouragement have played a significant role in shaping my journey and strengthening my commitment to disability advocacy and inclusion. This recognition is both a privilege and a reminder of the responsibility to continue learning, and striving to make a positive and lasting impact."
An excerpt from her nomination:
I have worked closely with Ms Maey Elnimer for many years, and her leadership has influenced not only my own professional practice but also the thinking and actions of leaders, teachers, students, and families across the communities she serves. She speaks about inclusion with urgency, clarity, and moral purpose, consistently challenging stakeholders at every level to rethink access, dignity, and responsibility toward all learners - particularly those who are most vulnerable. She leads through purposeful delegation and advocacy, equipping school leaders and staff with the language, confidence, and tools needed to implement inclusive practices effectively. As a result, inclusion is not dependent on individual champions but embedded within systems, policies, and everyday decision-making. This has enabled sustainable change that continues to grow beyond her direct involvement.
Under her leadership, our school, in addition to other schools, have adopted inclusive frameworks that prioritize student wellbeing, voice, and belonging. Clear accountability structures, staff capacity-building, and data-informed practices have led to improved engagement, stronger relationships, and more responsive support for students and families. Teachers report greater clarity and confidence in meeting diverse learning needs, while students experience safer environments where they feel seen, supported, and empowered to succeed.
Ms. Elnimer’s impact extends well beyond individual schools. She is a Global Inclusion Award recipient, presented at UNESCO Paris headquarters by IFIP, recognizing her contribution to global inclusion practice and her contributions to international forums, including the World Inclusion Congress, have reached thousands of educators across more than 100 countries, reinforcing that inclusion and wellbeing are global imperatives rather than optional initiatives.
Her work with universities and education leaders internationally further reflects her commitment to long-term capacity-building and systemic impact. Through these efforts, she has influenced policy discussions, leadership development, and institutional practice, ensuring that inclusive education remains both practical and scalable.
Ms. Maey Elnimer is a leader whose influence is felt across all stakeholders - students, staff, families, and systems - locally and globally. She exemplifies Pearson’s values of equity, innovation, and impact at scale and is an outstanding and highly deserving candidate for Pearson Leader of the Year Award.
Africa Regional Finalist: International School Leader of the Year
David Sechero, Deputy Head Teacher at Shree Cutch Sastang Swaminarayan Academy Lang’ata, Kenya
"Becoming a finalist represents a shared victory for our entire school. In my role as deputy head teacher, I prioritize elevating teacher quality through rigorous personnel training geared toward 21st-century skills. By championing ICT integration and targeted strategies to improve reading skills, we are actively reshaping our learning environment. This prestigious recognition inspires us to continue pushing boundaries in educational excellence."
An excerpt from his nomination:
His impact on students is evident through the respectful relationships he builds and the positive behaviour culture he champions. He models excellence in character, communication, and professionalism, offering students a clear example of what responsible leadership looks like. One of his most remarkable qualities is his consistent presence and reliability. He is the kind of leader who arrives early, leaves late, and always ensures that both academic and pastoral needs are met with the highest level of attention. His door is always open to students seeking guidance, teachers needing support, or parents requiring reassurance. This accessibility has created a culture of trust and collaboration, where everyone feels seen, supported, and valued.
His impact on students is evident through the respectful relationships he builds and the positive behaviour culture he champions. He models excellence in character, communication, and professionalism, offering students a clear example of what responsible leadership looks like. Through initiatives such as mentoring programmes, academic interventions, and well-being support structures, he has played a key role in improving student performance and enhancing their overall school experience. Many students credit him with helping them find confidence, direction, and motivation.
For teachers, he is a mentor, a problem-solver, and a source of encouragement. He leads with empathy and consistency, ensuring that staff feel empowered in their roles. He frequently carries out classroom observations not as an evaluator, but as a partner in professional growth. His feedback is always constructive, supportive, and aimed at helping teachers refine their practice. During challenging periods—whether related to curriculum changes, staffing shifts, or external pressures—he remains calm, solution-oriented, and committed to ensuring that teachers have what they need to thrive.
His leadership style is notably innovative. He champions collaborative planning, data-driven decision-making, and the integration of technology to improve teaching and learning. He has introduced several systems that have streamlined school operations, reduced workload, and enhanced communication across departments. His ability to blend tradition with innovation ensures that the school remains forward-thinking while still grounded in strong values.
What truly sets him apart is how he leads by example. His humility, work ethic, and genuine passion for education inspire those around him. He never asks of others what he is not willing to do himself, and this authenticity makes his leadership both impactful and deeply respected.
Asia Regional Finalist: International School Leader of the Year
Savindi Seneviratne, Deputy Principal at Lyceum International School - Nugegoda, Sri Lanka
"I am truly honoured and thrilled to be named a finalist. I sincerely thank Pearson for creating a platform that celebrates and motivates educators and leaders worldwide. This recognition is an affirmation that the work I do is valued and meaningful. I genuinely love what I do, and each day I strive to make a positive difference in the lives of young people. I am deeply grateful to my students, colleagues, and family for their unwavering support."
An excerpt from her nomination:
Ms Seneviratne has made a significant and measurable impact on academic performance across our school. Most notably, by facilitating targeted academic intervention seminars ensuring that learners received focused support in their weak areas using a data-driven approach that has led to marked improvements in subject mastery, confidence, and overall examination outcomes. She has also designed and conducted focused Mathematics and English Language camps for International GCSE students to emphasise examination readiness, effective time management, and the ability to complete structured and extended responses within stipulated time limits. As a result, students demonstrated increased confidence, improved examination technique, and stronger academic performance.
Beyond academics, Ms. Seneviratne has been instrumental in preparing students for real-life challenges. Recognising the need for practical life readiness, she contributed to introduce essential life skills programmes for A Level students, including cookery, basic electronics, tyre changing, and practical problem-solving sessions. These initiatives equipped students with independence, resilience, and confidence, reinforcing the belief that education must prepare students not only for examinations, but for life.
Ms. Seneviratne also spearheaded a comprehensive, school-wide anti-bullying initiative that engaged students across all year groups. The programme incorporated awareness campaigns, student-led poster projects, and structured classroom discussions, while teachers were guided to embed anti-bullying principles into their daily teaching practices. Feedback and observations indicated strengthened peer relationships, improved cross-class interaction, and the cultivation of a more inclusive, respectful, and empathetic school culture.
Further exemplifying her visionary leadership, Ms. Seneviratne introduced a holistic academic development framework that redefined the role of the class teacher. This framework extended responsibility beyond academic instruction to include monitoring academic progress, encouraging sports participation, promoting mental health awareness, nurturing leadership qualities, and developing essential soft skills. This integrated approach ensured balanced, well-rounded student development.
In recognition of her exceptional leadership, competence, and vision, Ms. Savindi Seneviratne was appointed Sectional Head of the Middle School, later promoted to Headmistress, and subsequently to Deputy Principal by the age of 30. Her rapid progression is a clear reflection of the trust placed in her ability to lead, inspire, and change.
Asia Regional Finalist: International School Leader of the Year
Ping Wang, Head of School at Lanzhou Country Garden School, China
"Being a finalist for the International School Leader Award is a great honour. It recognises years of cross-border educational dedication and teamwork with global educators and students. This milestone fuels me to keep advancing inclusive international education, bridge cultural gaps and empower young learners. I’m grateful for the recognition and motivated to pursue higher standards in global leadership ahead."
An excerpt from his nomination:
He stands out for his empathetic vision, innovative leadership, and unwavering commitment to fostering an inclusive, growth-oriented community - qualities that have transformed both our school’s culture and the lives of those within it. His impact on students is profound and tangible. Last year, noticing a gap in mental health support for adolescents navigating academic and social stress, he launched the “Global Hearts” program, recruiting trained counselors and student peer mentors. A shy Grade 10 student, who struggled with low self-esteem and often isolated herself, was paired with a mentor through this program. With Mr. Wang’s personal check-ins and the program’s support, the student now leads a cultural club, sharing her interests and gaining confidence. “Mr. Wang didn’t just create a program, he gave me a voice I didn’t know I had,” says the student, Niki. “His care made me feel like I belonged here, not just as a student, but as a person.” This is a powerful example of how Mr. Wang’s initiatives empower students to thrive beyond academics.
For teachers, Mr. Wang is a collaborative partner, not just a leader. He introduced “Innovation Labs” - monthly sessions where educators can pilot new teaching methods with funding and feedback. “Mr. Wang trusts us to innovate, and that trust has reignited my passion for teaching,” says Mrs Alina IB PYP C whose lesson plan integrating local environmental issues was adopted by three other schools. He also advocates for work-life balance, adjusting staff schedules to reduce burnout, which has boosted teacher retention by 25% in two years.
Mr. Wang’s innovative leadership shines in his approach to community building. He established a “Family Ambassador” program, pairing local and international families to host cultural events, bridging divides and creating a sense of belonging. “As a parent of an international student, I worried my child would feel disconnected—but Mr. Wang’s program brought our family into the school community,” shares Mr. Li Wei, a parent volunteer. “He doesn’t just lead the school; he builds a family.” His leadership by example is evident daily: he greets students at the gate each morning, volunteers at community fundraisers, and openly admits mistakes—modeling humility and integrity.
Mr. Wang’s leadership is not about grand gestures, but about lifting others up. He turns vision into action, ensuring every student and teacher feels seen and supported. He is a standout leader who makes our international school community not just a place of learning, but a place to belong.
Europe Regional Finalist: International School Leader of the Year
Xenia Tsolaki Metaxa, Academic Principal at XTMPI Xenia Tsolaki Metaxa Private Institute
"Recently a student told me, “You inspire me to be a better person through hard work and innovation.” Her words made me reflect on my 37-year journey in education and the extraordinary teachers, learners, colleagues, and families whose lives have crossed mine. This recognition means the world to me because I dedicate it to each of them. I hope it reminds them that genuine passion, dedication, and service to others are always worth pursuing and can indeed be rewarded."
An excerpt from her nomination:
She is an exceptional school leader whose work exemplifies innovative, purpose-driven leadership grounded in academic excellence, research-informed practice, and deep human values. As Founder/Academic Director of XTMPI, established in 1989, she has led with vision, integrity, and adaptability for over three decades, shaping students and educators.
Her leadership is future-focused and learner-centered, responding to global educational demands through curricula that prioritize critical thinking, effective communication, emotional intelligence, and ethical leadership. Under her leadership, XTMPI students have achieved outstanding results, reflecting academic rigor and a leadership philosophy rooted in unwavering belief in student potential.
Dr Metaxa’s leadership is distinguished by extraordinary resilience and leadership. She completed her PhD while simultaneously leading a school of approximately 1,000 students, raising four children, training teachers and teaching and mentoring students daily. Throughout this period, she led with energy, optimism, and zeal - never compromising excellence, never withdrawing from the classroom, never allowing pressure to eclipse purpose. Her lived example continues to inspire educators, students, and leaders far beyond her institution.
Her impact is further amplified through research-driven innovation. Her award-winning doctoral research Learn by Singing Original Design Concept™, using authentic songs for vocabulary acquisition, has transformed language learning and was recognized by the Cyprus Educational Leaders Awards. This innovation extends beyond academics through the XTMPI choirs and charity initiatives, where students perform or volunteer in book and toy bazaars. All proceeds are reinvested into the community, supporting hospitals, families in need, and child-focused charitable organizations-demonstrating ethical leadership with tangible social impact.
As a leader of educators, Dr. Metaxa embodies the leader-as-coach model. She remains an active teacher, curriculum designer, materials developer, project-based learning innovator, and Pearson IGCSE teacher trainer. Her leadership culture is evidenced by extraordinary staff retention, with teachers choosing to work alongside her for 30, 20, and 15 years—a rare testament to trust, professional fulfillment, and shared purpose. She has also taught Leadership at the Open University of Cyprus-Saint Louis Program, extending her influence to higher education and future leaders.
Beyond XTMPI, Dr. Metaxa contributes internationally as a TEDx speaker, published researcher, TESOL award-winning writer, and university lecturer. Her work consistently demonstrates that education, at its best, serves both excellence and humanity.
Middle East Regional Finalist: International School Leader of the Year
Dilovan Hazim Ahmed, School Principal at Dohuk British International School, Iraq
"His visionary leadership, integrity, and commitment to excellence have had a transformative impact on students, teachers, and the wider school community. He leads with clarity, purpose, and compassion, ensuring that both students and staff feel supported, respected, and motivated to achieve their full potential."
An excerpt from his nomination:
He stands out as an exceptional leader because of his ability to balance high academic standards with a deep understanding of people. He leads with clarity, purpose, and compassion, ensuring that both students and staff feel supported, respected, and motivated to achieve their full potential. Under his leadership, Dohuk British International School has continued to strengthen its academic outcomes while maintaining a positive, inclusive, and forward-thinking school culture.
One of his most notable strengths is his commitment to teacher development. He actively invests in professional growth by encouraging collaboration, reflective practice, and continuous improvement. Teachers are empowered to innovate in their classrooms, share best practices, and align their teaching with international standards. His open-door policy and willingness to listen foster trust, morale, and a strong sense of shared responsibility across the school.
His impact on students is equally significant. He promotes a student-centered approach that prioritizes well-being, character development, and academic excellence. By championing high expectations and accountability, he has helped create an environment where students take pride in their learning and achievements. Notably, the school’s strong performance in international examinations reflects his strategic leadership and focus on quality teaching and assessment.
He leads by example in every sense. His professionalism, consistency, and ethical leadership set a standard for the entire school community. He is actively involved in school life, visible in classrooms, engaged with students, and supportive of staff initiatives. His respectful communication with parents and stakeholders strengthens trust and reinforces the school’s reputation within the international education community. Through his visionary leadership, commitment to people, and dedication to excellence, he has made a lasting and meaningful impact on Dohuk British International School. He exemplifies outstanding international school leadership and is highly deserving of this recognition.
Middle East Regional Finalist: International School Leader of the Year
Jennie Kellett, Secondary Principal at Yasmina British Academy, United Arab Emirates
"Being named a finalist is both an honour and a humbling experience. I am sincerely grateful to those who nominated me. I am especially thankful for the outstanding team of staff I have the privilege to work alongside each day, whose passion, commitment, and professionalism make this work so meaningful. I am equally grateful to our students, who inspire us daily and give purpose to everything I do."
An excerpt from her nomination:
She combines strategic excellence with compassionate, values-driven leadership, delivering sustained impact for students, teachers, and the wider international school community. She leads with kindness, integrity, and clarity of purpose, ensuring that high expectations are matched by genuine care and support.
Under Ms Kellett’s leadership, the Secondary School has achieved outstanding academic outcomes recognised internationally and her impact on teachers is equally significant. She has cultivated a culture of trust, high expectations, and continuous professional growth. Through mentoring, coaching, and leadership development, she has empowered many teachers to progress into middle and senior leadership roles. Personally, her guidance and belief in my potential were pivotal in my professional journey. Under her leadership, departments such as Arabic have been strategically developed into high-performing teams with strong outcomes and sustainable systems.
Ms Kellett is an innovative and future-focused leader. She was among the first school leaders in the Middle East to adopt Pearson’s modular qualification pathways, providing students with flexible, staged assessment opportunities and reducing pressure associated with terminal examinations. She has also championed the move toward digitally enabled and online assessments, preparing students and staff for the future of international qualifications.
Beyond results and innovation, Ms Kellett leads by example in building a positive and inclusive school culture. She models kindness, professionalism, and ethical decision-making, ensuring staff feel valued and students feel supported. Her leadership style is collaborative and empowering, yet uncompromising in its commitment to excellence. She balances accountability with empathy, creating an environment where both people and performance thrive.
Her influence extends beyond the school through partnerships with examination boards and curriculum initiatives, positioning the school as a regional leader in international education. Ms Jennie Kellett is a visionary, compassionate, and highly effective international school leader whose impact is evident in exceptional student outcomes, empowered teachers, and global recognition.
International School Innovator of the Year Global Winner
Timothy Dillan
Sekolah Cendekia Harapan, Indonesia
Our judges' comments
"Timothy is a driving force for a brighter future, using innovation to make a real difference for students and teachers. From developing an app that has reduced admin queries by 40% to integrating AI in ways that free up time for mentoring, his impact is clear and measurable. By training hundreds of teachers to use these tools confidently, his focus remains firmly on supporting learning, not just technology.”
Extracts from Timothy's nominations
Timothy is a young and bright teacher whose innovation has transformed not only the computing programme at our school but also the wider educational community across Bali. His work demonstrates how technology, when used thoughtfully, can strengthen learning, reduce unnecessary burdens, and support students as unique individuals. His contributions reflect a deep understanding of both pedagogy and digital design, and the impact of his work is visible every day in the way students and teachers interact with academic processes.
As a computing teacher, Timothy has created multiple meaningful projects that address real needs in the school. One of his most significant contributions is the development of an app designed for both parents and students. This platform allows users to track attendance, daily scores, learning notes, remedial support, and more. It brings transparency, efficiency, and structure to academic life. The parent/student app has become our single most-used communication portal. He has also designed comprehensive teaching preparations for differentiated learning, supporting VAKD learners and ensuring that each student can engage with content in a way that suits each learning style. These materials are practical, detailed, and aligned with the needs of diverse learners.
A major area of his recent work is the integration of AI into the school’s learning management system. He has set up processes that help reduce unnecessary administrative load for both teachers and students. By using AI for initial assessment scaffolding, Timothy has redirected teacher energy from 'marking' to 'mentoring.' Teachers now have an extra hours per week for their Personal Development and One-on-One Session with students, transforming feedback from a critique of the past into actionable strategies for future learning. Students also benefit from improved clarity and structure in their academic tasks. The goal of this system is not to replace human insight but to strengthen it, which reflects Timothy’s responsible and thoughtful approach to technology.
His influence extends beyond the school. He has taught and encouraged more than 300 teachers across Bali to adopt AI tools as partners in their teaching practice. Through workshops and training sessions, he has helped educators understand how AI can support administrative tasks, improve efficiency, and free up time to focus on student development.
His ability to communicate complex ideas in accessible ways makes him an effective leader in the field of educational technology. Alongside his professional work, Timothy is completing his PhD dissertation in Computing Science through an accelerated programme; another testament to his discipline and passion for learning. Timothy’s contributions reflect innovation grounded in real educational values.
International School Innovator of the Year: Regional Winners
Africa Regional Winner: International School Innovator of the Year
Bruno Otieno Noah, Head of Mathematics at Barakah International School. Djibouti
"This is a profound honour and a reflection of the impact of purposeful, student-centred education. It affirms my commitment to making complex learning accessible, nurturing critical thinking and empowering students to realise their full potential. This recognition represents not only my work, but the collective effort of my students, colleagues and school community who inspire innovation, resilience and excellence every day."
An excerpt from his nomination:
Bruno Otieno Noah is an exceptional innovator whose visionary approach to education has transformed teaching, learning, and student engagement across our school. His work exemplifies the integration of creativity, technology, and evidence-based practices to deliver learning experiences that are both impactful and inspiring.
One of Professor Noah’s most notable innovations is the development of a school-wide STEM enrichment program. This initiative introduces students to advanced concepts in mathematics, science, and technology through project-based learning, coding challenges, and hands-on experimentation. By combining rigorous academic content with real-world applications, the program has significantly improved student engagement, critical thinking, and problem-solving abilities. Many students who previously struggled in STEM subjects have shown remarkable improvement, demonstrating both enhanced understanding and increased confidence.
Professor Noah also champions innovative curriculum design and teaching methodologies. He has led the integration of technology-enhanced instruction, including interactive simulations, collaborative online platforms, and data-driven assessment tools. This has resulted in measurable gains in student performance, higher participation rates, and a culture of active, inquiry-based learning. He has also introduced structured mentorship programs, peer-observation cycles, and collaborative lesson planning workshops. These initiatives encourage reflective practice, the sharing of best practices, and experimentation with new instructional strategies. As a result, teachers feel supported, inspired, and more confident to implement creative approaches that enhance classroom learning outcomes.
Beyond academics, Professor Noah has pioneered extracurricular innovation that extends learning beyond the classroom. He has launched inter-school competitions, coding and robotics clubs, and enrichment workshops that nurture leadership, teamwork, and global citizenship. These programs provide students with unique opportunities to apply knowledge in practical contexts, develop transferable skills, and pursue their passions.
The impact of Professor Noah’s innovative projects is both tangible and transformative. Students are more engaged, confident, and academically successful; teachers are empowered, collaborative, and motivated to embrace new approaches; and the school community as a whole benefits from a culture that values creativity, experimentation, and continuous improvement. His work has positioned the school as a hub of innovation within the local and international education landscape. He embodies the qualities of an exceptional innovator: vision, creativity, strategic thinking, and the ability to translate ideas into measurable outcomes.
Asia Regional Winner: International School Innovator of the Year
Timothy Dillan, Computing Teacher and Chief of Data & AI at Sekolah Cendekia Harapan, Indonesia
"The best tools empower, giving teachers more time to mentor, students more clarity, and parents more trust. Beyond our school, we equip our scholars with the skills to build better communities, for this is our vision: technology in service of empowering communities. Being recognised alongside such inspiring educators is humbling, and a call to create more good wherever we can."
An excerpt from his nomination:
Timothy is a young and bright teacher whose innovation has transformed not only the computing programme at our school but also the wider educational community across Bali. His work demonstrates how technology, when used thoughtfully, can strengthen learning, reduce unnecessary burdens, and support students as unique individuals. His contributions reflect a deep understanding of both pedagogy and digital design, and the impact of his work is visible every day in the way students and teachers interact with academic processes.
As a computing teacher, Timothy has created multiple meaningful projects that address real needs in the school. One of his most significant contributions is the development of an app designed for both parents and students. This platform allows users to track attendance, daily scores, learning notes, remedial support, and more. It brings transparency, efficiency, and structure to academic life. The parent/student app has become our single most-used communication portal. He has also designed comprehensive teaching preparations for differentiated learning, supporting VAKD learners and ensuring that each student can engage with content in a way that suits each learning style. These materials are practical, detailed, and aligned with the needs of diverse learners.
A major area of his recent work is the integration of AI into the school’s learning management system. He has set up processes that help reduce unnecessary administrative load for both teachers and students. By using AI for initial assessment scaffolding, Timothy has redirected teacher energy from 'marking' to 'mentoring.' Teachers now have an extra hours per week for their Personal Development and One-on-One Session with students, transforming feedback from a critique of the past into actionable strategies for future learning. Students also benefit from improved clarity and structure in their academic tasks. The goal of this system is not to replace human insight but to strengthen it, which reflects Timothy’s responsible and thoughtful approach to technology.
His influence extends beyond the school. He has taught and encouraged more than 300 teachers across Bali to adopt AI tools as partners in their teaching practice. Through workshops and training sessions, he has helped educators understand how AI can support administrative tasks, improve efficiency, and free up time to focus on student development.
His ability to communicate complex ideas in accessible ways makes him an effective leader in the field of educational technology. Alongside his professional work, Timothy is completing his PhD dissertation in Computing Science through an accelerated programme; another testament to his discipline and passion for learning. Timothy’s contributions reflect innovation grounded in real educational values.
Australia and New Zealand Regional Winner: International School Innovator of the Year
Zoe Benjamin, Teaching and Learning Lead and Barb Jeffcott, Digital Learning Lead at Crimson Global Academy, New Zealand
"This would not have been possible without the trust of our senior leaders, commitment and support from colleagues, and the freedom to create something without constraints. We started the year with a blank slate and problems to solve; the outcome has provided consistency across a global community of teachers and a shared understanding of excellence in digital pedagogy." - Zoe
"This is an incredible honour that fuels our drive to redefine online education. By combining Zoe’s expertise in Teaching and Learning with mine in Digital Pedagogy, we believe we have created something truly impactful. Together, we have transformed learning across our school for both teachers and students, proving that a sustainable system built on purposeful technology can powerfully elevate strong instructional practice." - Barb
An excerpt from their nomination:
Zoe and Barb have led a whole school innovation that has redefined what excellence looks like in a fully online school, designing and implementing the CGA Way, a coherent model that aligns pedagogy, professional development, technology, and community around three pillars: Learning, Community, and Technology. At the heart of this innovation is a clear articulation of teaching standards tailored for online education.
To embed these standards in daily practice, Zoe and Barb designed a structured Professional Growth Cycle that is teacher led, collaborative, and sustained across the year. Peer observation, self reflection, and live lesson feedback are integrated into a clear annual timeline. Observations are explicitly aligned with Rosenshine’s Principles of Instruction and current teaching and learning priorities, moving appraisal from compliance to professional learning.
Their professional development model is particularly innovative. Rather than isolated CPD sessions, they introduced a six week cycle that treats professional development as a curriculum. Each cycle moves from whole school modelling to departmental adaptation, protected practice, review, and evaluation and teacher implementation trials, feedback to department and sharing of best practice with their peers. Required appraisal evidence from teachers is minimised to maximise our classroom practice focus, reducing workload while increasing accountability and outcomes.
The impact of Zoe and Barb's innovations has been tangible. Lesson quality is more consistent across departments. Retrieval and revision routines are embedded in schemes of learning. Peer observation has increased cross campus collaboration. New staff report feeling supported and clear about expectations. Students benefit from coherent digital structures, improved feedback loops, and engaging lessons that combine strong pedagogy with purposeful technology.
Zoe and Barb have not simply introduced new initiatives. They have built a sustainable system where innovation, evidence informed practice, and digital excellence work together to improve outcomes for learners worldwide.
Europe Regional Winner: International School Innovator of the Year
Marcela Nacif, Head of Academics at Brave Generation Academy, Portugal
"It's an honour, and I'm truly grateful - to my students, and to be their teacher. Education should be accessible everywhere, and we shouldn't give up on it."
An excerpt from her nomination:
Marcela has changed the lives of many students, including those from conflict affected and marginalized communities. Through her work with Brave Future, she has made it possible for students with no other options to gain access to education.
Marcela is a remarkable education innovator with a strong, intrinsic motivation to make education available for those who suffer from socio-economic challenges. This passion led to the establishment of Brave Future. Marcela started the initiative to remove barriers for underserved and disenfranchised students to obtain quality education, opening her doors to some of the most underserved and underprivileged people and creating a space where she offered the opportunity for people to learn, grow and achieve their goals.
I had the honor of being the first student from Afghanistan. At that time, girls were not allowed to be educated. My country had extreme customs, and these customs held Marcela back, but her innovative thinking allowed me to take a leap and pursue my education. As a result of Marcela's vision, I was able to obtain my high school diploma and am currently pursuing my university studies in Portugal. The work of Marcela, who advocates for equitable education for all, is impactful in my life and the life of many. Thousands of people, including refugees in Kakuma, children in war zones in Gaza, and many Afghan girls like me who previously thought their dreams were unreachable, are beneficiaries of her work.
Marcela has a unique and innovative way of thinking about education. She is focused on inclusivity, and her efforts are focused on creating educational opportunities, regardless of the geographical and political situations. Brave Future is a revolutionary movement affecting large numbers of learners. Such radical thinking and practice is what the global community of educators and practitioners needs to be able to eliminate the barriers of inequitable access to quality education.
Middle East Regional Winner: International School Innovator of the Year
Sally Saad Hassan, Head of Biology Department at Alreeyada International School, Saudi Arabia
"For me, this means everything. I’ve always felt that teachers don’t just teach subjects - we change lives. Innovation is how I connect with my students, digging into what makes each mind tick and helping it grow. This nomination pushes me to keep trying new things, keep caring more, and keep showing up for them. I’m grateful, and I’m not stopping here."
An excerpt from her nomination:
She is an outstanding educational innovator whose 15 years as Head of the Biology Department at Al-Reeyada International School have significantly transformed science teaching and learning. Her innovation is rooted in reimagining biology education to be inquiry-driven, student-centred, and aligned with British international standards. She led major curriculum reforms that replaced rote learning with project-based, inquiry-based, and modelling-based approaches. As a result, students developed stronger analytical thinking, research skills, and deeper conceptual understanding, leading to improved academic outcomes and engagement.
One of Sally’s key initiatives is the Biology Innovation Lab Project, where she redesigned laboratory environments to integrate digital tools, virtual lab simulations, and modern experimental practices. These innovations enhanced practical skills, improved safety, and allowed students to explore complex biological concepts with confidence. She further strengthened learning outcomes through the introduction of data-driven assessment tools, enabling personalised feedback and measurable performance improvement.
Sally also established a Student Research Incubator Program, empowering students to conduct independent investigations, write scientific reports, and present their work at science fairs and innovation expos. This initiative significantly improved students’ scientific literacy, communication skills, and readiness for higher education.
Beyond the classroom, she promoted interdisciplinary STEM learning and sustainability through initiatives such as eco-school projects, biodiversity campaigns, and environmental research activities, connecting biology to real-world challenges. Her influence extends to educator development and the wider educational community. Sally mentors teachers, organises professional workshops, represents her school at international conferences, and was a speaker at the British Council School Now Conference in Egypt, sharing her experience in innovative leadership. Through her educational YouTube channel, she also provides free academic support for students following UK examination boards.
Sally exemplifies exceptional innovation through her visionary leadership, measurable impact on learning outcomes, and commitment to accessible, future-focused education.
International School Innovator of the Year: Regional Finalists
Africa Regional Finalist: International School Innovator of the Year
Ramzi Hamouti, Mathematics Teacher at Willow Schools, Algeria
"Being named a finalist is a true honour. It reflects my belief that great teaching goes beyond delivering lessons - it is about recognising every student’s potential and refusing to let them settle for less. I am deeply grateful to those who nominated me and to Pearson for this recognition. It strengthens my commitment to building confident, resilient learners and to leading with purpose, care, and a genuine passion for education."
An excerpt from his nomination:
Ramzi’s impact on students is tangible. When he identifies gaps in understanding, he does not wait for the next term or delegate the responsibility. He gives his personal time - often coming in during school holidays - to run additional support sessions for students who need reinforcement. This is not an isolated gesture but a consistent pattern of dedication. Ramzi stands out because of his courage, humility, and extraordinary commitment to student success. What makes his leadership remarkable is not simply his title, but his willingness to step outside his comfort zone for the benefit of the children. Despite never having taught English before, Ramzi took on the challenge of leading and supporting English instruction within our school. Rather than approaching this with hesitation, he immersed himself fully - studying the curriculum, observing lessons, seeking guidance, and modeling a growth mindset for both staff and students. His willingness to learn publicly has inspired teachers to embrace professional vulnerability and continuous improvement.
Ramzi’s impact on students is tangible. When he identifies gaps in understanding, he does not wait for the next term or delegate the responsibility. Students see in him someone who refuses to let them fall behind, and that belief in their potential has strengthened both their confidence and academic outcomes.
For teachers, Ramzi leads by example. Instead of demanding high standards from a distance, he demonstrates them. He participates in planning discussions, supports lesson refinement, and encourages reflective practice. His message is clear: leadership is service. By stepping into unfamiliar territory and doing the hard work himself, he has cultivated a culture where teachers feel supported rather than judged.
Beyond the classroom, Ramzi contributes to the wider international school community by modeling resilience and adaptability - qualities essential in global education. He demonstrates that effective leadership is not about expertise in every subject, but about responsibility, responsiveness, and relentless care for student progress. Ramzi stands out because he embodies the values we aim to teach our students: growth mindset, perseverance, and integrity. He does not lead from behind a desk, he leads from within the learning process itself. His example reminds us that true leadership is measured not by comfort, but by commitment.
Asia Regional Finalist: International School Innovator of the Year
Rob Parker, Computer Science Teacher, VEX Robotics Lead and Data Protection & Security Compliance Manager at St Andrews International School Bangkok, Thailand
"Being named a finalist in this year’s awards is something I am incredibly proud of. Over the past 14 years, I have worked to grow STEM education opportunities across Asia through robotics, helping students develop confidence, creativity, and problem-solving skills. Our events have been recognised globally for their impact and quality. Everything we do is focused on inspiring and empowering students for the future."
An excerpt from his nomination:
Rob Parker exemplifies innovation in education through his visionary work at St Andrews and beyond and has uniquely advanced STEAM learning, creating transformative opportunities for students in Thailand and across Asia.
In early 2025, Rob introduced the VEX CTE Workcell into the International GCSE Computer Science curriculum, a tool designed to simulate modern factory automation. Initially non-operational, the Workcell became a challenge for a Year 11 student, who programmed the robotic arm, designed CAD models, and 3D‑printed components to enhance functionality under Rob's guidance. The student’s efforts transformed the Workcell into a fully operational teaching tool now embedded in the curriculum. Building on this success, Rob hosted VEX training days for 12 international schools, where the student presented his case study, inspiring educators to adopt automation concepts. This project underscored a powerful truth: students are not merely users of technology, but creators, designers, and problem-solvers.
Rob also empowered younger students to connect classroom learning with real-world challenges. When Bangkok experienced an earthquake in March 2025, Year 8 Design Technology students designed an earthquake simulator based on the city's seismic activity. Using VEX components, they engineered shaking platforms and reinforced towers to test structural resilience. Guided by Rob, they explored engineering principles such as load distribution and base isolation, iterating on designs with sensors and programmable motors to refine their solutions.
That same year, Rob founded the RAT Foundation (Robotics, Automation & Technology for Education Foundation), a non-profit dedicated to empowering students through hands-on robotics and technology education. The foundation bridges classroom learning with industry needs, preparing young people for careers in automation, AI, and emerging technologies. Initiatives such as the RAT Open Platform Robotics Competition and the RAT Hack hackathon have created inclusive spaces for students to innovate, collaborate, and showcase creativity.
With the RAT Foundation’s expansion across Asia, thousands more students will gain access to transformative learning experiences. Rob Parker’s initiatives have not only elevated robotics education in Thailand but also cemented his legacy as a pioneer in educational innovation.
Asia Regional Finalist: International School Innovator of the Year
Fathima Sana and Aysha Muntaha, Academic Coordinators at Iqra International School Bangalore, India
"We are grateful, humbled, and excited to be named as finalists. This recognition validates the passion, dedication, and innovation that go into educating young minds every day. It is a milestone that inspires us to keep learning, growing, and making a meaningful difference in education. We are thankful to our colleagues, students, leadership, and everyone who has been part of this journey. This achievement belongs to all of us."
An excerpt from their nomination:
Sana and Aysha have led a transformative and deeply student centered Sustainable Development Goals programme. Their work demonstrates a powerful integration of global awareness, community responsibility, and meaningful learning that has reshaped how young learners understand their place in the world. They designed an SDG curriculum that takes complex global challenges and makes them accessible through structured inquiry, hands-on exploration, and purposeful action. Students delved into a blend of SDGs which included SDG 1 - No Poverty, SDG 2 - Zero Hunger, SDG 3 - Good Health and Well-being, SDG 4 Quality Education, SDG 6 - Clean water and sanitation and SDG 11 - Sustainable cities and communities. They engaged with these goals through experiments, community interactions, campus based initiatives, and student led events. Young learners created posters, videos, challenge cards, awareness presentations, and reflective journals, all of which show a deepening of critical thinking and ownership.
One of the most significant impacts has been the development of empathy and social awareness among students. In the hydroponic microgreens project, students cultivated, harvested, and prepared fresh produce and then packaged meals that they distributed to members of the local community. Many students reflected that it was their first time understanding hunger and nutrition through real human stories. This was learning that shaped character and not just knowledge. Such authentic community engagement contributed to the school being recognised and awarded with the Sustainability Superstar 2025 award for commitment to the SDGs, a recognition that reflects the collective effort of students guided by these two teachers.
Student wellbeing has also grown. Activities such as barefoot grounding, tree hugging, mindfulness reflections and nature observation, contributed to a healthier relationship with the environment. Students across grades developed leadership and collaboration skills as they took responsibility for awareness drives, hydroponic maintenance, poster creation, and campaign presentations.
These initiatives strengthened the school’s position in awards related to holistic education and contemporary global learning and the school won the India School Merit Awards and the Excellence in Providing Affordable and Quality Education by Eldrok India in 2025. While these recognitions are institutional, the direct contributors to the learning environment that earned them are the programmes facilitated by Sana and Aysha.
Their leadership practices deserve particular recognition. They created student committees, delegated meaningful responsibilities, and ensured that every learner contributed regardless of ability or confidence level. They encouraged reflection after each activity, prompting students to articulate what they learned, what changed in their thinking, and what they could do next for their community.
Europe Regional Finalist: International School Innovator of the Year
Ketevan Gelashvili, Mathematics Teacher at St. George's Georgian-British School BGS, Georgia
"This is both an honour and a meaningful recognition of the work we do every day in the classroom. This recognition reflects the collective efforts of my students, colleagues, and school community, whose enthusiasm and support continually motivate me to explore new ways of teaching. I am proud to represent my school and grateful to Pearson for celebrating educators who strive to make a positive impact on students' lives."
An excerpt from her nomination:
Her creative approach has transformed the way students engage with Maths at St. George’s Georgian-British School BGS. She constantly seeks ways to make learning both meaningful and enjoyable, blending traditional curricula with imaginative, hands-on methods that inspire curiosity, collaboration, and critical thinking.
One of her standout innovations is the classroom game Traveler, designed for students in grades 3 and 4. Inspired by the travels of James Cook, this game connects geography, history, and mathematics in an interactive format. Students are divided into teams of 5–6 and solve math problems related to Cook’s voyages. Points are awarded based on task completion, creating a healthy competitive environment that motivates students to engage deeply with the content. By connecting abstract math concepts with real-world exploration, she has made the subject tangible, memorable, and fun.
Another notable innovation is Mathman.je, a game inspired by the popular board game Jumanji. Students are divided into four teams, each represented by a colored piece. Teams roll a dice to advance their pieces and are presented with questions and puzzles tied to Georgian proverbs. To progress, students must solve the puzzle and interpret the proverb, applying their mathematical reasoning in a culturally meaningful context. This game fosters teamwork, critical thinking, and problem-solving skills while embedding cultural knowledge and making math highly interactive.
Both of these initiatives highlight her unique ability to combine creativity with curriculum objectives. By turning learning into a game, Ketevan has successfully increased student engagement, improved participation in class, and enhanced conceptual understanding. Beyond the classroom, her innovative approaches serve as a model for colleagues. She shares her game-based learning strategies with other teachers, inspiring them to incorporate creativity and active learning into their own lessons. Her willingness to experiment, reflect, and refine methods has contributed to a culture of innovation across the school, raising overall teaching standards and enriching the learning experience for all students.
She is an exceptional innovator because she consistently reimagines how Mathscan be taught, blending creativity, cultural context, and interactivity to produce measurable improvements in engagement, understanding, and outcomes. Her games demonstrate that learning can be both rigorous and joyful, leaving a lasting impact on students’ academic growth and love of learning.
Middle East Regional Finalist: International School Innovator of the Year
Mirvat Farhat, Head of Science and Physics Teacher at Belgravia High School, Qatar
"Being named a finalist is an incredible honour and a meaningful milestone in my teaching journey. This recognition reflects the support of my students, colleagues, and school community, who inspire me every day. It reinforces my commitment to creating meaningful learning experiences, nurturing curiosity, and empowering students to reach their full potential."
An excerpt from her nomination:
Mirvat is a true innovator in the field of education. Her dedication to her students and her commitment to excellence are unparalleled. She has consistently demonstrated a passion for innovative teaching methods and has achieved exceptional success in various competitions, including winning three competitions in just the past two years. Her track record of excellence and innovation throughout her teaching career is truly impressive.
Mirvat's hands-on experiments and collaborative approach to teaching have greatly enhanced her students' understanding of complex concepts and prepared them well for exams. Feedback from students under Mirvat's guidance consistently reflects how much they enjoy her physics lessons and how clearly they grasp challenging concepts. Her innovative teaching approach, which encourages students to discover equations and rules by connecting ideas together, has helped deepen their understanding and critical thinking skills. Mirvat's students speak highly of her creativity, clarity, and supportive nature, emphasizing how much they enjoy and look forward to her classes.
Additionally, Mirvat has been highly cooperative, reflective, and committed to adapting her teaching strategies to meet the diverse learning needs of her students. Her ability to create an engaging and supportive learning environment has earned her the respect and admiration of her colleagues, students, and parents alike.
Year 10 student: "Miss Farhat has made physics my favorite subject by conducting fun experiments and providing hands-on experiences that significantly enhance our understanding of complex concepts. Her innovative approach encourages us to think beyond the textbook and deepens our comprehension of each topic. Miss Farhat always manages to make physics an enjoyable and engaging lesson that we eagerly look forward to."
Year 11 student: "Your classes have been among the best I've ever taken. Your ability to make each lesson both enjoyable and instructive sets your teaching apart. Your teaching creates an atmosphere that makes learning fun and interesting, which greatly helped my understanding and motivation. My academic success is greatly influenced by your advice, and I will always be grateful for your lasting impact on me."
Middle East Regional Finalist: International School Innovator of the Year
Waqas Latif, Head of Biology at Doha College, Qatar
"Being named a finalist is a tremendous honour. Throughout my career, I have been fortunate to learn from exceptional colleagues, mentors and students, all of whom have shaped me as both a person and an educator. Whatever contribution I have made is the product of those many influences, conversations and shared experiences. I am deeply grateful for this recognition and for the countless people who have helped me along the way."
An excerpt from his nomination:
For the past ten years, Waqas has successfully led and grown this initiative into one of the most impactful academic enrichment programmes in our school. What began as a small extracurricular opportunity for students curious about health and medicine has evolved into a large-scale annual conference involving over 70 students. The Medical Review Conference provides students with an authentic academic platform to research contemporary medical issues, collaborate in teams, and present their findings in a formal conference setting. Students develop advanced research skills, academic writing, critical thinking, and public speaking - competencies far beyond the standard curriculum.
Under Waqas’ leadership, the conference has developed increasing credibility and rigour. External medical professionals are invited to judge presentations, giving students exposure to real-world expectations and professional feedback. This elevates the experience from a school activity to a genuinely aspirational academic event.
Importantly, this initiative fosters independence, intellectual curiosity, and ambition. Students are not passive recipients of knowledge; they become researchers, presenters, and critical thinkers. Many aspiring medical students cite the conference as a pivotal experience in shaping their career pathways.
Waqas has demonstrated sustained innovation, commitment, and impact over a decade. His work exemplifies how enrichment can be structured, scalable, and academically transformative.
International School Lifetime Achievement Award Winner
This award is not by nomination, it is a discretionary award bestowed by Pearson to an international educator who has dedicated their professional – and often personal – life to education.
Hoda Soliman
October Language School (Manor House School), Egypt
Our judges' comments
“She is a prominent education leader; widely recognised for her leadership and contributions to international education in Egypt for the last 40 years. She believes in providing a balanced, multicultural education that promotes academic excellence, critical thinking, personal responsibility, and lifelong learning and her leadership style emphasises high standards, continuous improvement, and the holistic development of students within an internationally recognised educational framework. Her impact has been huge, and she is extremely well deserving of this global award."
Extracts from Hoda's testimonials
She is a prominent education leader; widely recognised for her leadership and contributions to international education in Egypt for the last 40 years. She believes in providing a balanced, multicultural education that promotes academic excellence, critical thinking, personal responsibility, and lifelong learning and her leadership style emphasises high standards, continuous improvement, and the holistic development of students within an internationally recognised educational framework. Her impact has
been huge, and she is extremely well deserving of this global award.
To say that she is an icon is no understatement. Having known her for over 30 years, I have been both a student and employee of hers, and she is a role model I look up to every day. She has dedicated her life to our school; she is considered one of the pioneers of the International GCSEsystem in Egypt and she has created a learning environment that is appreciated by everyone inside and outside the school.
Mrs Hoda firmly believes in the value and power of education, and this belief is reflected in every aspect of her leadership. She supports teachers wholeheartedly, listens attentively to their needs, and actively works to facilitate the teaching process. Whether through providing modern teaching tools, updated resources, or technological support, she never hesitates to ensure that teachers are fully equipped to perform their roles effectively. Her attitude is always encouraging and solution-oriented, as she continuously seeks ways to support rather than restrict. She upholds discipline and respect for school policies through regular formal meetings, where clarity, fairness, and professionalism are evident. Mrs Hoda closely follows the educational process and is always present during examinations, lessons, and classroom visits. These visits are never perceived as inspections; instead, they are welcomed opportunities for growth. Her feedback is constructive, thoughtful, and aimed at continuous improvement, reflecting her keen interest in keeping up with the latest educational developments and best practices.
Mrs. Hoda Soliman’s leadership has left a lasting and meaningful impact on our school and on the professional lives of countless teachers. She embodies the true spirit of educational leadership.