Dr. Caroline Brokvam, Principal of the International School of Western Australia (ISWA), brings over 20 years of international leadership experience and a passion for inclusive, globally minded education. With a collaborative leadership style, she emphasizes student advocacy, well-being, and school development. Previously, Caroline held leadership roles at the American School of Antananarivo, Copenhagen International School, International School Manila, and Benowa State High School. She has also taught at universities in Norway and Australia, specializing in English, critical thinking, and intercultural relations. Holding a PhD in English Literature, she is a former International Baccalaureate examiner.
Dr. Caroline serves as Vice-Chair of the East Asia Pacific International Schools Association (EAPISA) and has been involved with the Association of International Schools in Africa (AISA) and Schrole. A solutions-focused leader, she is dedicated to fostering innovation and creating enriching learning environments.
In this insightful interview with the K12 Digest Magazine, Dr. Caroline shares her journey, from navigating diverse cultural environments to leading through unprecedented global challenges like the COVID-19 pandemic. She delves into how international schools are uniquely positioned to equip students with the skills needed to thrive in an interconnected world, emphasising the importance of adaptability, empathy, and ethical responsibility. For academicians, parents, and industry leaders alike, Dr. Caroline’s perspectives offer a compelling vision for the future of education—one that prioritises student well-being, global citizenship, and innovative learning in the face of change.
Could you share the key moments or influences that shaped your journey in international education, from your early teaching roles to your current position as Principal of ISWA?
My journey in international education has been shaped by both sliding-door moments and well-planned decisions, as well as remarkable people who have inspired and helped me along the way. I have been fortunate to work at amazing schools – all quite different – in amazing countries – also very different. I have moved between some of the most developed and politically stable countries in the world – Norway, Denmark, and Australia, and some of the least – the Philippines and Madagascar. Each location presented unique challenges, some of which you would expect, such as learning cultural expectations, navigating new languages and negotiating local rules and regulations; and those which catch you somewhat unawares, such as military coups, typhoons, kidnappings, plague outbreaks, and, most dramatically, COVID-19.
Originally on a path toward academia, I was asked to cover a maternity leave at the International School of Stavanger, where my husband (Norwegian, I’m Australian) was already teaching. This was a key moment: stepping into the classroom changed everything – I was hooked. The joy of teaching and learning with diverse students and colleagues, in a dynamic learning environment, is such a privilege. From there, we moved to International School Manila, uprooting our young family without fully knowing what to expect. Fortunately, it was an incredible school with inspiring leadership and a strong culture of professional growth. Looking back, both opportunities seem like luck, but they were also moments where saying yes led to life-changing experiences.
After five years at the International School of Copenhagen, my favourite city in the world, I was seeking adventure and took on the role of Head of School at the American School of Antananarivo, a small, vibrant school in an isolated and beautiful country. Again, after five years, I returned to my home city of Perth to lead the International School of Western Australia (ISWA). This was my first experience in an international school in an English-speaking country, with its own unique challenges of place, purpose, and identity. Few long-term expats get to “go home” to a like-minded international school, so again, I count myself fortunate.
I think that many international school educators would agree that your career trajectory ends up at least partly being a matter of luck. But it is also the people who appreciate you and recognise your potential and offer you a chance – and I’ve been inspired by and have learned from some of the best! But you also create your own ‘luck’, and my experience has led me to value the mindset and attitudes that I seek to develop at a school level: the importance of being open-minded, empathetic, resilient and always seeking to learn and adapt. Working with diverse communities across various countries has exposed me to the richness of multicultural perspectives and to the value of difference.
With over two decades of experience, how do you see international schools adapting to unprecedented global challenges, such as rapid technological change, climate concerns, and shifting cultural landscapes?
Because of their strength in diversity, international schools are uniquely positioned to address global challenges. We have decades of research that tells us that teams are better at problem-solving and making better decisions than individuals, and diverse teams do better than like-minded or homogenous teams. Teams win, and diverse teams win more. International schools are already helping students to understand their role as global citizens, are nurturing a sense of shared humanity, and focusing on collaborative problem-solving and communication skills. The diversity adds a winning ingredient!
Rapid advancements in technology, particularly AI and digital learning tools, offer both opportunities and challenges. Experience tells us that technology, when harnessed effectively, enhances creativity, collaboration, and access to knowledge. AI seems like something new altogether though, and we are all still figuring out what to do with it. It is a massive disrupter to education, and the potential benefits, particularly around saving teacher time and personalising learning, are huge. However, it must be balanced with the human and ethical dimensions of learning. Schools can achieve this by prioritising digital citizenship, teaching students to navigate online spaces responsibly, and fostering face-to-face collaboration alongside virtual interactions. At ISWA, we emphasise critical thinking and ethical decision-making alongside technological fluency. Our concept-based inquiry approach ensures that students not only engage with new technologies but also develop the ability to question, analyse, and apply them in meaningful ways. This is an evolving space, however, so stay tuned.
Climate concerns are a global priority, and international schools play a vital role in equipping students with the knowledge and agency to drive positive change. Many international schools embed sustainability through curriculum, student-led initiatives, and operational practices. By fostering an ethos of responsibility and innovation, we empower students to think globally and act locally in addressing environmental challenges. The amount of travel involved with international schools – particularly air travel – is something we all need to be thinking about, however. We need to be measuring and trying to mitigate our real environmental impact.
The increasingly interconnected world requires schools to nurture adaptability, empathy, and a deep appreciation for diverse perspectives. ISWA’s commitment to international mindedness ensures that students develop the intercultural competence necessary to navigate shifting societal landscapes. While there are powerful political influences working against diversity, equity, inclusion and social justice around the world, international schools teach students to consider multiple perspectives and seek outcomes that incorporate more than one viewpoint. Through the IB curriculum, community engagement, and global collaboration, we strive to prepare students to be thoughtful and resilient citizens in an ever-changing world.
It should be noted that while cultural diversity is usually a defining characteristic of international schools unless there is a strong scholarship program or ethos of funding student places through means other than fees, there is rarely much socio-economic diversity. Further, some international schools, particularly in developing countries, are seen as elite institutions, teaching Western curricula through the English language and beyond the reach of most locals: financially, linguistically and culturally. It is the ongoing work of these schools to find their place in the local community, to be of service and to do good work that has a positive impact. When we talk about navigating shifting societal landscapes, we have to start with the landscape we are in. Student voice and initiative are vital here – they are often the ones with the best ideas of how we can reach out, find local perspectives and do good.
Wellbeing must be at the heart of education. Students in international schools are used to their friends leaving, to having to move, to arriving somewhere where they do not speak the language. New students are often in a state of grief, having left their home, friends, relatives, and sometimes their pets. On top of this, they are also having to navigate an increasingly uncertain and fast-paced world. We know that students have to be in an emotional state where they are ready to learn, or the best teaching in the world won’t have an impact. At ISWA, as with many international schools, we take a holistic approach to student support, ensuring that academic success is balanced with emotional resilience, mental health, and personal growth. Through our Visible Wellbeing program, we teach students to recognise, appreciate and develop their own strengths, as well as see strengths in others. When times are tough, and inevitably they sometimes will be, you can use your strengths to get you through. With a strong well-being program, student advocacy, and a culture of belonging, we help students develop the confidence and self-awareness needed to thrive in any environment.
As someone who champions internationally minded education, how do you define it, and how can schools foster this mindset effectively in their students?
At the International School of Western Australia, international mindedness is one of our core commitments and at the heart of everything we do. International mindedness is the ability to understand and appreciate multiple perspectives, engage meaningfully with diverse cultures, and act with empathy and responsibility in a globally connected world. The IB regards it as resulting from the attainment of the IB Learner Profile attributes: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. At ISWA we strive to develop students who are not only knowledgeable but also open-minded, reflective, and committed to making a positive impact.
To foster this mindset effectively, there are several areas on which schools should focus. Foremost is a curriculum that encourages global perspectives. The IB provides an excellent framework for international mindedness by integrating global issues into learning across the school. Students explore complex, real-world challenges – such as sustainability, migration, and social justice – through inquiry-based approaches. By making connections between local and global contexts, they develop a deep appreciation for different viewpoints.
International mindedness is also cultivated through daily interactions in a multicultural environment. At ISWA, we celebrate our diverse community, encouraging students to share their cultural backgrounds, traditions and beliefs, and learn from one another. International schools are constantly seeking authentic ways to integrate cultures, beyond the usual flags, fashion and food – although it’s also important to celebrate these. It is important to provide opportunities both in and out of the classroom for students to engage in meaningful cross-cultural dialogue.
Developing language proficiency and communication skills are further areas of focus that are a bridge to understanding different cultures. In the IB program, students study at least one other language throughout their schooling, right from 3 years old. Encouraging multilingualism and fostering strong communication skills help students connect with people from different backgrounds. While technology can translate for us, it cannot provide the real engagement that conversing with someone in their language can.
International mindedness is not just about awareness; it is about agency. Schools must provide students with opportunities to apply their learning in real-world contexts. Through service-learning projects, sustainability initiatives, and global collaborations, ISWA students learn to translate their knowledge into meaningful action, reinforcing their role as responsible global citizens.
Ultimately, international mindedness is about preparing students to navigate an increasingly interconnected world with curiosity, respect, and a strong sense of ethical responsibility. By embedding this mindset into both academics and school culture, we ensure that students leave ISWA ready to contribute positively to the world, no matter where their journey takes them.
You’ve spoken about the role of technology in enhancing creativity and collaboration. How do you think schools can better integrate technology while preserving the human and ethical dimensions of learning?
At ISWA we see technology as a powerful tool for enhancing creativity, collaboration, and problem-solving. However, integrating technology effectively requires a thoughtful approach that preserves the human, social and ethical dimensions of learning. While digital tools offer exciting possibilities, authentic learning happens through relationships and dialogue. At ISWA, collaborative discussions, hands-on projects, and inquiry-driven learning remain central, with technology serving as a tool to deepen engagement rather than dominate it. We also emphasise digital wellbeing, helping students develop healthy habits around screen time, focus, and self-regulation. Our mobile phone policy is that phones must be off and out of sight on campus (‘Off and Away All Day’), which reduces distraction and promotes social interaction.
Students must develop a strong ethical foundation to deal with the increasing challenges and opportunities created by technology, particularly AI. Teaching students about responsible online behaviour, data privacy, AI ethics, and critical media literacy is vital. These skills empower them to navigate the digital world with integrity and discernment. Design thinking – where students identify challenges, ideate and prototype solutions, and iterate on their ideas – ensures that technology is applied meaningfully.
One of technology’s greatest strengths is that it can personalise learning; students can explore their passions, work at their own pace, and take ownership of their learning. They can now practice language skills, debate ideas and explore mathematical equations with AI tutors. However, we ensure that this personalisation is balanced with collaborative experiences, critical discussions, and opportunities for reflection. Ultimately, technology should not dictate the learning experience—it should amplify it. By embedding ethical considerations, fostering creativity, and maintaining a strong emphasis on human connection, schools can prepare students to be both innovative and responsible global citizens in an increasingly digital world.
What do you envision as the biggest transformation in school education over the next decade, and how is ISWA preparing its students for this evolving landscape?
The biggest transformation in school education over the next decade will be the shift towards more personalised, interdisciplinary, and skills-focused learning. As technology, global challenges, and new ways of working reshape society, education must evolve to prepare students for an increasingly complex and unpredictable future. These shifts have been the subject of discussion and the drivers of change in schools for decades now, with not as much movement forward as many of us would have liked. Perhaps due to the increasing volatility and unpredictability of the world, along with AI, the pace will now pick up. At ISWA we are seeking to prepare students by fostering adaptability, creativity, and a sense of global responsibility in our students.
One of the most significant changes will be the move away from content-heavy curricula, assessed by exams and essays and quizzes (which do not generally exist outside of educational institutions) towards more personalised and student-driven learning. The ability to think critically, collaborate across disciplines, and apply knowledge in real-world contexts will become more valuable. At ISWA, our inquiry-based approach ensures that students develop these essential skills by engaging in meaningful projects, problem-solving activities, and reflective learning experiences. By incorporating elements of design thinking, we empower students to take ownership of their learning, encouraging innovation and resilience. They are still sitting exams though.
As already discussed, technology will also continue to disrupt and to shape education, not just as a tool for accessing information but as a means of enhancing creativity, collaboration, and informed, ethical decision-making. It requires thoughtful and intentional integration, ensuring that students learn to navigate digital spaces responsibly while leveraging tools such as AI, data analytics, and digital media for deeper inquiry and problem-solving. However, we must also emphasise the importance of human connection, ensuring that face-to-face collaboration, emotional intelligence, and ethical reasoning remain at the core of our educational experience.
Ultimately, the future of education will be about preparing students not just for university or specific careers, but for a lifetime of learning, adaptability, and ethical leadership. ISWA is committed to developing young people who are not only academically capable but also innovative, globally conscious, and prepared to navigate an evolving landscape with confidence and purpose.
What have been the most significant challenges and triumphs you’ve encountered as a leader in international education, and how have these experiences shaped your approach to leadership?
Leading in international education comes with both profound challenges and deep rewards. Moving to new countries and new schools always comes with a lot of learning, adapting and change. As Drucker says, ‘culture eats strategy for breakfast’, so you have to understand school culture quickly. That’s along with other challenges you often do not know about before you arrive: financial, cultural, staffing, enrolment. And that’s before you get to such challenges as navigating the complexities of an ever-changing global landscape— technological advancements, shifting cultural dynamics, or the need for greater sustainability and wellbeing in education. International schools must constantly adapt to these evolving demands while maintaining a clear vision and commitment to student success. None of it is easy. Demands on heads of school have never been greater.
A big challenge has been leading through periods of uncertainty, and particularly during the global disruption of the COVID-19 pandemic. These experiences reinforced the importance of agility in leadership – being able to make decisions with both confidence and empathy while ensuring that students and staff feel supported. It is also important to find humour in situations. Schools are joyous places, and it is important to find joy even when the physical school is closed, and your teachers and students are on four continents.
The COVID pandemic also emphasised the need for networking – reaching out to those who have political knowledge, medical knowledge, and social knowledge – because you need to listen and collaborate to work out how to best serve your community. You cannot be effective alone. You also need to learn to look after yourself. I was very grateful for how the international school community and the associations that support them reacted to COVID-19. I was fortunate to be a part of several online support groups that shared stories, laughed, cried and problem-solved together. One group was led by a therapist. There were five of us, all school leaders in different African countries, with a therapist in the U.S. Without the wonderful support of international colleagues (and technology!) I am not sure how any of us would have made it through the pandemic.
An ongoing challenge for international school leaders is fostering a sense of continuity and belonging in transient school communities. This is important not only for the students and families who move but also for those who are left behind. International schools are increasingly made up of local students whose parents are seeking the benefits of an internationally minded education. Mixing locals with families who relocate frequently can make it difficult to build long-term relationships and sustain institutional knowledge. At ISWA, we work hard to create a culture of inclusion, where students, parents, and staff feel a strong sense of connection from the moment they arrive. By prioritising student wellbeing, valuing diverse perspectives, and embedding international mindedness into everything we do, we ensure that our school remains a stable and supportive environment for learning and growth.
Amid these challenges, the triumphs have been equally profound. Seeing students develop the skills, confidence, and global awareness to become thoughtful and engaged citizens is incredibly rewarding. One of the greatest successes has been fostering a school culture where inquiry, creativity, and student voice are at the heart of learning. Watching students take ownership of their education, engage with global issues, and develop a deep sense of purpose reaffirms why international education is so valuable.
These experiences have shaped my leadership approach by reinforcing the need for a clear vision grounded in adaptability, empathy, and collaboration. Leadership must be situational, and ideas and strategies that work at one school do not necessarily work at the next. I believe that strong leadership is not about having all the answers but about creating an environment where people feel empowered to contribute, innovate, and grow. By embracing change, valuing diversity, and leading with purpose, we can ensure that international education continues to prepare students for the complexities and opportunities of an interconnected world.
On a personal note, what motivates you to keep striving for excellence in education, and what advice would you give to educators who aspire to make a lasting impact?
What motivates me is the profound positive impact that education can have on students, and by extension on communities and on future generations. The IB states that the purpose of education is to bring about a more peaceful world, and I believe in that. Despite the seeming impossibility of the amount of responsibility school leaders face and the constant challenges that take you away from what you would like to be focusing on, it’s worth it. Empowering students, and seeing them thrive and overcome challenges keeps me striving for excellence. Hearing from former students who are pursuing their passions and leading successful lives is inspiring – and in my experience you never know where former students are going to pop up along your journey, often when you most need to hear from them!
My advice to educators who aspire to make a lasting impact is to just keep trying, to embrace challenges, remain open to opportunities, listen a lot, talk less and prioritise relationships. Base your decisions on what you sincerely believe is best for students, and don’t be swayed by the many alternative demands. I have seen some very positive changes in schooling and in leadership during my career – there is now more room for female and minority leadership, and more championing of diverse voices, including student voices. We need to keep this momentum. The impact we make as educators extends far beyond the classroom—it shapes the leaders, thinkers, and citizens of tomorrow. So really, what choice is there but to keep trying?