Click the link to view the full version: WASCZ | In Dialogue with Wycombe Abbey UK: Global Connections & Holistic Education in the AI Age
From 13–15 May, WASCZ welcomed another visit from representatives of our sister school, Wycombe Abbey UK. The delegation included Mr Nick Woods, Deputy Head (Strategy & International), Ms Sophie Blunt, Director of Safeguarding and Pupil Welfare and Designated Safeguarding Lead (DSL), and Ms Yael Marwah, the International Executive Coordinator. During their visit, the representatives immersed themselves in campus life through classroom observations and in-depth discussions with WASCZ’s academic leadership team, heads of department, teachers and students. Together, they explored holistic education in practice and exchanged valuable perspectives on future school collaboration.
Taking this opportunity, we also sat down with Mr Nick Woods and Ms Sophie Blunt for a wide-ranging conversation on global education, cross-school partnerships, and the evolving role of education in the age of AI.
Nick Woods
Deputy Head (Strategy & International) of Wycombe Abbey UK
Q1 Wycombe Abbey UK and WASCZ have maintained a close sister-school relationship, and you have visited WASCZ several times. From your perspective, what does this kind of ongoing collaboration really bring to students? and what future developments do you see for this partnership?
“This is now my third visit to the school, and it’s fantastic to be back here again. One of the things I’ve noticed is a sense of familiarity and the normalising of visits from Wycombe Abbey UK to Changzhou and the rest of our international schools. That’s been really good because it has meant that the relationships now beginning to develop with staff and students here are warmer and more natural.
And I hope as well, for students, that this really demonstrates to them the idea that they’re part of something much bigger — they are really connected to the school in the UK, and will hopefully, over time, embody the traditions, ethos, values and excellence of Wycombe Abbey.”
Q2 The Wycombe Abbey Global Horizon Programme. is about to launch, giving students opportunities to experience learning across different campuses in the WAS network. What opportunities and growth do you think this programme will bring to our students?
The Wycombe Abbey Global Horizons Programme is a really exciting initiative. It’s something we’ve been talking about for a number of months now, and it’s been great to see the Asian schools, in particular, working more closely together, while also beginning to strengthen connections with Wycombe Abbey in the UK.
We recently had a collaboration for our A Level Economics pupils across the Wycombe Abbey schools, and it’s been really interesting to see them discussing global economic issues from different perspectives.
What we’re really interested in now is how we can take that and scale it up — both through virtual and online collaborations and projects, but also in meaningful ways that allow pupils from across the family of schools to come together, compete, represent their schools in festivals, and work cooperatively, much as they will when they enter the global workplace.
Q3 AI is rapidly transforming education and future career pathways. Has Wycombe Abbey UK already integrated AI-related learning into its curriculum? In this context, how should schools help students develop the skills needed to thrive in the age of AI?
AI is certainly becoming more integrated into our curriculum, and it has to be, because pupils are growing up and entering a world where AI will play a major role in every aspect of society. It will shape the way they learn, work and live. So, we need to educate them on how to use AI responsibly, while also helping them develop strong critical thinking skills, so they can independently evaluate the information and solutions AI provides.
One of the areas we are currently focusing on at Wycombe Abbey is helping pupils understand the increasingly important role AI plays in recruitment and selection processes. Many major global firms are already using AI as part of their hiring systems. We want pupils to understand the thinking behind these changes and consider how they should tailor their applications accordingly.
At the same time, we do not encourage pupils to rely on AI simply to write covering letters or CVs, because ultimately those documents would not be a true reflection of who they are. In fact, many of the AI recruitment systems used by leading international companies today are also capable of identifying this kind of content.
Q4 In the age of AI, are there areas of education that you believe should actually become more “low-tech””or human-centred?
In the age of AI, I believe people and human relationships will always remain at the heart of education. They are also the foundation of how staff and pupils connect within a boarding school community.
That’s why, no matter how technology develops, areas such as debating, MUN, the creative arts, and the practical work we do in science and technology should always remain people-focused. Of course, AI and digital technologies will become part of these activities, and people will make use of those tools, but ultimately people are still at the centre of what we do in school life. I also believe that the most creative solutions will continue to come from people themselves, even if they are influenced in some way by AI and digital technology.
Sophie Blunt
Director of Safeguarding and Pupil Welfare and Designated Safeguarding Lead (DSL) at Wycombe Abbey UK
Q1 As this is your first visit to WASCZ, what impressions has the school left on you?
What has stood out most to me is the strong sense of connection between the pupils themselves, as well as the close relationships they have with staff. I’ve also been hugely impressed by the school’s facilities, particularly the Performing Arts Centre, the sports dome and the rowing centre. In addition, the wide range of co-curricular opportunities available to pupils is truly remarkable, giving them the chance to discover new passions and further develop their talents.
Q2 Boarding experience is a key concern for many parents. In your view, how does WASCZ’ s boarding system support students’ personal growth and development?
From what I’ve seen of the boarding system here at WASCZ, it really allows pupils to grow in independence, while also being supported by kind and caring Housemasters, Housemistresses and boarding staff. They always have someone they can turn to. At the same time, they are developing the skills they will need for later life — from academic habits and self-motivation to learning how to live, grow and enjoy life alongside friends and trusted adults within the boarding community.
Q3 If you were a student again, would you like to study in a school like WASCZ? Why?
Absolutely. I spent some time this morning with the UK scholars, and they all spoke about the wonderful experiences they’ve had here. They’ve been able to immerse themselves in a new culture and, for many of them, experience boarding for the first time.
They’ve had opportunities and experiences they wouldn’t necessarily have had in the UK, and I would have loved to have benefited from something like that when I was younger.
Q4 With AI tools becoming increasingly common in students’ daily lives, what kinds of wellbeing challenges might students face? In the age of AI, how can schools best safeguard students’ mental health and overall wellbeing?
I think the biggest challenge young people can face with AI is an over-reliance on technology. Rather than thinking deeply and being curious about what they are learning, AI can do the hard work for them, and it can become easy to depend on it. So it’s really important that we help them develop curiosity and a genuine love of learning.
I think, in order to safeguard mental health and wellbeing, it’s essential for schools to foster positive relationships between pupils and staff, and also to educate young people about the issues they may face with AI. At the same time, we need to nurture creativity, curiosity, and engagement with their studies, so that they don’t fall into the habit of seeking quick fixes or instant answers.
As a committed practitioner of holistic education, we welcome frequent visits from our sister school, Wycombe Abbey UK, each year. Through in-depth academic discussions, the launch of the Global Horizons Programme, and forward-looking collaboration on curriculum development, we are delighted to see the Wycombe Abbey global community continuously expanding the boundaries of cooperation and building an ever-closer educational partnership.
From growth and connection within holistic education to the sharing of educational resources in the age of AI, we believe that this transnational Wycombers, and where the light of holistic education will illuminate each child’s unique journey.
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