Developing a strategic framework for an international educational center : a scalable model for cultural integration and professional development
Molodkina, Mariia (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025052315324
https://urn.fi/URN:NBN:fi:amk-2025052315324
Tiivistelmä
This thesis develops a strategic framework for an international educational center aimed at supporting the cultural, linguistic, and professional integration of expatriates in Krasnaya Polyana, Russia. In response to the increasing mobility of global professionals and families, the study investigates the barriers they face and proposes educational solutions grounded in internationally recognized methodologies.
The research addresses three core questions: (1) identifying primary cultural, linguistic, and institutional barriers; (2) evaluating global educational practices adapted to local contexts; and (3) assessing the effectiveness of a noospheric, community-based intervention. Using a qualitative methodology that includes stakeholder interviews and comparative case studies, the thesis draws insights from educators, policymakers, and expatriates to shape a scalable and context-sensitive model.
The findings highlight the importance of holistic educational approaches, such as noospheric education, phenomenon-based learning, and intercultural competence training, effectively addressing the diverse integration needs of expatriates. The proposed model emphasizes ethical awareness, ecological literacy, and participatory governance through sociocracy. Empirical evidence confirms a strong demand for inclusive, bilingual, and values-driven education, while recognizing practical implementation challenges such as governance adjustments and educator training requirements.
The thesis concludes with strategic recommendations for phased implementation, policy alignment, and international scalability. It contributes to the field of business innovation in education by offering a replicable framework for cultural integration that balances national identity with global engagement.
The research addresses three core questions: (1) identifying primary cultural, linguistic, and institutional barriers; (2) evaluating global educational practices adapted to local contexts; and (3) assessing the effectiveness of a noospheric, community-based intervention. Using a qualitative methodology that includes stakeholder interviews and comparative case studies, the thesis draws insights from educators, policymakers, and expatriates to shape a scalable and context-sensitive model.
The findings highlight the importance of holistic educational approaches, such as noospheric education, phenomenon-based learning, and intercultural competence training, effectively addressing the diverse integration needs of expatriates. The proposed model emphasizes ethical awareness, ecological literacy, and participatory governance through sociocracy. Empirical evidence confirms a strong demand for inclusive, bilingual, and values-driven education, while recognizing practical implementation challenges such as governance adjustments and educator training requirements.
The thesis concludes with strategic recommendations for phased implementation, policy alignment, and international scalability. It contributes to the field of business innovation in education by offering a replicable framework for cultural integration that balances national identity with global engagement.