The management, as well as the educators come from different cultures and carry different values. It is important to use this diversity in the team and to use it as an enrichment for the development to develop an inquiry based curriculum for the acquisition of problem solving competence for the age range of children between eleven months and 18 years. We are in strong agreement about an academic curriculum. However, we face the challenge of educating children and students holistically in the development of problem solving competencies, such as changing perspectives, and to and prepare them for a democratic and diverse society. In the long term, all learners should be taught and exemplified by the entire pedagogical team that relationship and internationality is enriching and that democracy and participation in society have a meaning. We further developed the leadership of our institutions to jointly develop, implement and evaluate a vision for building resilience through relationship, participation, self-efficacy and participation of children and students together with the educational team. Furthermore, we would like to develop a consistent communication and assistance of all parents on the topic of raising resilient and open-minded children.
Our teachers need to be trained to address current challenges of sustainable global development for our teachers. These trainings must include the following topics: - Teaching skills to make decisions and to think critically and creatively. - stimulate complex thinking skills such as problem solving, creating, analysing, evaluating and others - interpret, analyse or manipulate information - stimulate high-level thinking and form a creative idea.. In addition to the task of transferring critical subject-specific thinking to other areas, teachers face the challenge that even if critical thinking is general, there must be a transfer from one area to another. This transfer must also be methodically accompanied and evaluated in the competence acquisition of the learners as well as the peer to peer assessment by colleagues from the same department as well as across departments. While the faculty, learners and parents generally agree that the transfer of critical thinking from one field to another is desirable and that teaching in our international institution should aim to maximise this transfer, there is a problem with the method of transdisciplinary teaching in the tension between the retrieval of knowledge as an end product of the school career in Berlin or Germany.