Cultivating grounded global citizens at EIS

Jo Roberts, Head of European International School Ho Chi Minh City (EIS), shares with TheLEADER how the unique "educational village" model fosters a deep sense of belonging, preparing students from over 46 nationalities to navigate the world with confidence, empathy, and a strong sense of identity.

What led EIS to adopt the “educational village” model instead of a more traditional academically driven international school approach?

Ms Jo Roberts: At EIS, we have always believed that education is not just about what happens in the classroom. It is about how children experience the world around them every day.

The “educational village” model reflects that belief. It allows us to create an environment where learning is connected to relationships, to space, and to a sense of belonging. Students are not simply moving from one lesson to another. They are growing within a community.

Rather than focusing purely on academic delivery, we focus on the whole child. When students feel safe, connected, and understood, they are far more open to learning, to exploring, and to becoming confident in who they are.

At a time when parents are increasingly focused on academic achievement and global competitiveness, what kind of individuals does EIS hope its students will grow into?

Ms Jo Roberts: Of course, academic achievement matters. It opens doors and creates opportunities. But it is not enough on its own.

At EIS, we hope our students grow into individuals who are not only capable, but also self-aware, adaptable, and grounded. We want them to be able to think independently, to navigate change, and to contribute meaningfully to the communities they become part of.

Success, for us, is not defined only by where students go after graduation, but by how they engage with the world - with confidence, empathy, and a clear sense of identity.

In your view, what defines a balanced learning environment where experience and achievement can truly go hand in hand?

Ms Jo Roberts: A balanced environment is one where experience and achievement are not seen as competing priorities, but as mutually reinforcing.

Students need meaningful experiences such as opportunities to explore, to collaborate, to take risks and to reflect. These experiences build the skills that underpin academic success: curiosity, resilience, and independence.

At the same time, there must be academic rigour. The role of the school is to guide students in making sense of their learning, helping them connect their experiences to knowledge and outcomes.

When this balance is achieved, students do not just perform well academically — they understand why they are learning, and that makes the results far more sustainable.

Multiculturalism and the development of global citizens

With students from more than 46 nationalities, what do you think is the most valuable thing children gain from being part of a truly multicultural environment?

Ms Jo Roberts: The most valuable thing is perspective.

In a truly multicultural environment, students learn very early that there is not just one way of thinking, one way of living, or one “correct” point of view. They begin to listen more carefully, to question more thoughtfully, and to appreciate difference rather than fear it.

These are not skills that can be taught through a single lesson. They are developed through daily interactions, through friendships, conversations, and shared experiences.

How does growing up in what you describe as a “microcosm of the world” shape students’ mindset, adaptability, and worldview later in life?

Ms Jo Roberts: When students grow up in a diverse environment, adaptability becomes natural to them.

They are used to navigating different perspectives, different expectations, and different ways of communicating. This helps them become more open-minded and more comfortable with change.

Perhaps more importantly, they develop a sense of confidence in unfamiliar situations. They are not easily overwhelmed by difference, instead, they are curious about it.

That mindset is incredibly valuable in a world that is constantly evolving.

In an international learning environment, what role do local culture and personal identity play in a student’s development?

Ms. Jo Roberts: Local culture and personal identity are essential.

In an international environment, there can sometimes be a risk of everything becoming standardised. At EIS, we see identity as something to be preserved and celebrated, not diluted.

Students need to understand where they come from in order to engage meaningfully with the wider world. When they have a strong sense of self, they are better able to connect with others and to contribute their own perspectives.

Global citizenship is not about becoming the same. It is about understanding and valuing difference, including your own.

Rethinking education in a new era

After more than 15 years with EIS, what makes you believe that parents today are looking at education differently from previous generations?

Ms Jo Roberts: Over the years, I have seen a clear shift. Parents today are still interested in academic outcomes, but they are asking deeper questions. They are thinking more about their child’s wellbeing, their confidence, and their long-term development.

There is a growing understanding that education is not just about preparing for exams, but about preparing for life. Parents are looking for environments where their children can develop as individuals, not just as students.

What enables a school to maintain consistency in its educational philosophy and sense of community over many years particularly through the partnership between you and Mr. Ben Armstrong?

Ms Jo Roberts: Consistency comes from clarity of purpose.

At EIS, we have a shared understanding of what we believe education should be. That belief has remained consistent over time, even as the world around us changes.

In terms of leadership, partnership is about trust and alignment. Ben and I bring different perspectives, but we are aligned in our values and in our commitment to the school community.

Ultimately, it is not about individuals, but about the culture we build together. One that is grounded, supportive, and focused on the long-term development of our students.

Established in 2009, the European International School Ho Chi Minh City (EIS) is a boutique IB World School located in the heart of Thao Dien. Accredited by CIS and WASC, and authorised by the International Baccalaureate Organization (IBO), EIS offers the full IB continuum within a warm, personalised learning environment.

Part of the Inspired Education Group, EIS is home to students from more than 46 nationalities and is recognised for its strong academic outcomes, inclusive community, and holistic approach to education.