As classrooms change, so too should the way teachers are trained. STADIO’s School of Education is focused on equipping teachers to think, adapt and lead across contexts. Through partnerships with Queen Maud University College in Norway, Pacific Oaks College in the United States, and Brock University in Canada, STADIO is enhancing curriculum relevance, expanding research opportunities, and exposing both staff and students to global best practices.
A Two-way Street
According to Dr Kemi Adebayo, Academic Manager at STADIO’s School of Education Centurion campus, international partnerships play an important role in supporting the development of “future-ready graduates who are equipped to operate effectively in diverse and evolving educational contexts.”
These partnerships are designed to be mutually beneficial. For example, through STADIO’s long-standing collaboration with Queen Maud University College of Early Childhood Education (QMUC) in Norway, the two institutions have embarked on a three-year collaboration titled Utsfork (which means “to explore”). The result is Learning to Lead, a project focusing on early childhood development, leadership and social sustainability.
“Learning to Lead is about building a globally informed, multicultural leadership pathway in Early Childhood Education (ECE),” explains Dr Marinda Swart, Head of Teaching Practice Unit in the School of Education. “The aim is to contribute meaningfully to the UN’s goals to develop a strong education foundation for children through ECE.”
For students, the experience is both practical and perspective-shifting. STADIO students spend time in Norwegian ECE centres, while Norwegian students complete teaching practice in South African schools. Across contexts, insights emerge about education, inclusion, equality and diversity, and learning.
“One of the most striking realisations during our time at the schools was the difference in access to basic resources,” reflected a Norwegian student following their visit to South Africa. “This disparity highlighted how privilege shapes our assumptions about what a ‘normal’ learning environment is.”
For South African students, exposure to different teaching philosophies can be equally transformative. Reflecting on her experience in Norway, one student described how observing children engaged in unstructured “rough play” challenged her own instincts as an educator.
Her initial reaction was to intervene, shaped by a context that prioritises risk avoidance. However, watching how Norwegian educators allowed children to explore, take risks and learn through play led her to reconsider how such experiences support social and emotional development.
Swart says these moments are central to the programme’s value. “Experiencing different educational systems firsthand broadens students’ perspectives, strengthens their cultural competence, and equips them to work confidently in diverse classroom environments,”
Innovation and inclusivity
While the QMUC partnership centres on intercultural learning and leadership, STADIO’s collaboration with Brock University introduces a different dimension: innovation and sustainability.
For example, through a hydroponics pilot project, student teachers engage with sustainable indoor farming technologies, learning how scientific concepts can be applied in practical, classroom-based contexts. The initiative also facilitates interdisciplinary collaboration, with potential links to engineering and renewable energy solutions.
“The project provides a valuable platform for innovation within teacher education,” says Adebayo. “Students develop not only scientific understanding, but also the confidence to apply these concepts in real educational settings, positioning them as agents of transformation when they enter schools.”
In parallel, STADIO’s partnership with Pacific Oaks College brings a strong focus on social justice and inclusive education. Through GlobeTalks, seminars and collaborative dialogues, students and members of faculty engage with global perspectives on pervasive and critical issues from child wellbeing to gender-based violence and leadership in Early Childhood Education (ECE).
The partnership is part of the TCS Education System, a global network focused on education that makes a practical difference in communities. Kerri-Lee Schneider, Head of Department for ECE and FP at STADIO and the SOE representative for Internationalisation, Collaboration & Partnerships, explains it’s built on a shared commitment to reciprocity - learning from one another and, over time, informing and aligning academic best practices across the South African and American contexts.
The partnership helps equip students with what she describes as a “global-local” edge: the ability to engage with international ideas while remaining grounded in the realities and possibilities of South African classrooms.
Schneider says the partnership shapes the curriculum in practical ways. The two institutions can co-develop courses and electives, including short programmes offered online or through in-country student and staff exchange study opportunities. It also creates space for joint research and publications, helping to ensure that what is taught meets professional standards in both countries.
Making the circle bigger
In-line with its vision of improving higher education access in South Africa, STADIO is integrating global engagement into curriculum design, teaching practice and research, ensuring that students who do not physically travel still benefit through virtual exchanges and shared learning.
As STADIO continues to expand its international partnerships, including future exchange opportunities and collaborative research initiatives, the focus remains on meaningful impact for all.
Through such collaborations, we can integrate innovative, practice-based approaches into teacher education, and position STADIO within global academic networks, contributing to institutional growth and enriching the overall student experience,” concludes Adebayo.
