There is no doubt that a growing, shared realization exists, however challenging it might be at times, that we are transitioning to an era of “Predictable unpredictability,” as quoted in The Economist. 2023 came with a whirlwind of changes, at a pace and magnitude that feels somewhat overwhelming. The sobering truths of climate change have become too frequent a reality for many. The rapid integration and prevalence of artificial intelligence in our lives comes with a mix of fear and excitement. In addition the ongoing geopolitics conflicts we witness have the realities of war on many peoples doorsteps.
Each of these factors affects us uniquely within our respective contexts, each with its distinctive complexities. These accelerated changes are reshaping the realities we have grown accustomed to using as reference points for our own understanding of the world around us. With these changes come new questions and awareness that at times seem daunting.
International Schools in general possess the ability to insulate themselves from a certain degree to the changes surrounding them—I refer to this as a “walled garden.” This process is purposeful and occurs gradually and cautiously, with the intention of providing a caring and age-appropriate set of learning experiences and pathways. The objective and design are centered around supporting students in navigating the multitude of changes from the world they live in both at home and school in a safe and nurturing environment. International Schools curate these learning journeys, choreographing learning pathways that progressively develop, and create connections aligned with a curriculum and educational principles. This process requires patience, is delicate, intricate, and nuanced.
We all agree in principle as educators, and believe that the capacity to adapt to different situations and problems is vital for managing and navigating life’s challenges. Understanding this, it’s important for us to reflect on how we react when confronted with such rapid changes, especially when we lack control or have minimal influence over the timing or consequences. The growing necessity to be in a constant flux of adaptability is challenging and at times exhausting. We are in a new narrative where we have to readjust our established understandings. Change disrupts the routines and habits we find comfort in—routines which provide us with stability, continuity, and familiarity. All important for our sense of purpose.
If “Predictable unpredictability,” creates a break from our routines and becomes the new normal, the capacity to adapt will only be amplified as a critical mindset for International Schools to flourish by. This is where the concept of Adaptability Quotient (AQ) (also often referred to as adaptability intelligence) – becomes important for International Schools and educators to harness .
Robert J. Sternberg, psychology professor at Cornell University, defines adaptive intelligence as “the intelligence one needs to adapt to current problems and to anticipate future problems of real-world environments.” Educ. Sci. 2021, 11(12), 823; https://doi.org/10.3390/educsci11120823
The mindsets associated with AQ revolve on identifying what is relevant, and being comfortable forgetting past knowledge, adjusting to change in real time and being comfortable challenging habits and beliefs. With this an agility to adapt at short notice, always learning and listening with empathy to the different viewpoints of others.
When International Schools engage with AQ, a challenge lies in the perception of an underlying culture of resistance to change. Change is often perceived as a threat to current and past methods and habits, destabilizing the status quo and eroding the sense of continuity and comfort.
Changing how schools work, by adjusting and redesigning a curriculum to be flexible and agile to go along with AQ’s ideas, is a big step and a hurdle as we have limited points of reference to address many of the issues and complexities the world is facing mid and long term. The process of these changes require trust and empathy from all involved . This means schools need to design professional development that embraces “unlearning and relearning” and accepts that many of the things we learned and got used to are not always so helpful, even though they brought a sense of stability and continuity.
Engaging with the AQ requires an agility to balance new approaches with current approaches and workload. Ensuring we facilitate an iterative process in all school strategic planning. Finding time to pause – reflect and to internalize the balance between developing new skills and maintaining current skills.
When one thinks of the many mission statements, and learning principles highlighted by International Schools – such as flexibility, curiosity, innovator, resilience, and being a risk-taker – the notion of engaging with the Adaptability Quotient (AQ) makes sense. The shift is to embrace the idea of not teaching to the past, and accepting “predictable unpredictability” as our point of reference.
This academic year let us invite ourselves to:
“Become a student of change, it is the only thing that will remain constant.” Anthony J.D Angelo Founder of Collegiate Empowerment & Author
Anthony J.D Angelo Founder of Collegiate Empowerment & Author
Works referenced
“The new normal is already here. Get used to it.” The Economist, 18 December 2021, https://www.economist.com/leaders/2021/12/18/the-new-normal-is-already-here-get-used-to-it
Sternberg, Robert J. “Adaptive Intelligence: Its Nature and Implications for Education.” MDPI, https://www.mdpi.com/2227-7102/11/12/823.
Saucier, Tracy. “Adaptability Quotient in Schools: AQ Is the New IQ.” Summerfield Waldorf Schools, 14 April 2022, https://summerfieldwaldorf.org/adaptability-quotient-in-International International Schoolss/.
“Five Brain Leadership – Dr. Carlos Davidovich MD. EMCC.” Coaching y Neuromanagement, https://www.carlosdavidovich.com/en/five-leaders-eng/.
O’Brien, Brendan. “Leadership and Adaptability Quotient (AQ): Moving from EQ to AQ.” Creative Thinking Institute, https://creativethinkinginstitute.com/blog/leadership-and-adaptability-quotient-aq-moving-from-eq-to-aq/.
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