More than 130 school leaders from across Spain came together in Barcelona on February for the IB Association Day, a professional gathering organized by the Iberian Association of International Baccalaureate Schools (ASIBI). Hosted at St PETER’S SCHOOL in Barcelona, the event brought together representatives from private, public, and semi-public schools offering the International Baccalaureate (IB) to explore how education must evolve in a rapidly changing world.
Under the theme “The Identity of the School of the Future,” the meeting created a space for reflection on the purpose of schools in a time marked by social transformation and technological change.
Building Community and Leadership in IB Schools
ASIBI continues to strengthen its role as a professional network built on collaboration, dialogue, and continuous improvement. The presence of ASIBI president Pilar Moreno, alongside board members Luis Madrid, Jordi Ginjaume, and Germán Tenorio, as well as IB representatives Elsa Ramos, Cristina Ruiz, and Antonio Muñoz, reflected a shared commitment to collective responsibility within the IB community.
Throughout the first day, speakers explored what truly defines a school. Education expert Jude Scanlon encouraged participants to view assessment not simply as a grading tool, but as a way of signalling the type of learning schools value most. Joaquim Viñas highlighted the importance of creating environments where teachers feel safe to experiment, share ideas, and learn from mistakes. Elizabeth Zeller emphasized how the international recognition of the IB can open doors for students seeking access to universities around the world. One of the most inspiring moments came from Jesús Álvarez, principal of IES Gerardo Diego in Pozuelo de Alarcón, who shared how a public school can successfully implement the IB framework, improving both academic
Innovation in Practice
Parallel workshops showcased how IB schools translate shared values into diverse educational practices. Organizations such as Innovamat, Toddle, and Robotix contributed sessions focused on critical thinking in mathematics, data analytics, artificial intelligence, and educational robotics. These sessions highlighted the growing importance of innovation in teaching and learning, as well as the role of technology in supporting new pedagogical approaches.
Listening as a Key Educational Skill
The second day of the conference focused on listening and communication within school communities. Mario Izcovich emphasized the importance of integrating the voices of students, families, and teachers into institutional decision-making processes. Communication expert Silvia Ramón-Cortés reflected on the challenge of aligning messages and understanding during times of uncertainty. Together, these discussions reinforced the idea that effective schools are not only institutions that teach but also communities that listen.
Futures Literacy: Preparing for Tomorrow
A highlight of the program was the Futures Lab, led by Noelle Roces, which explored the concept of futures literacy. This approach encourages schools to actively think about possible futures and the signals of change shaping them. Rather than predicting what will happen, futures literacy invites educators to identify emerging technological, social, and cultural trends and consider how they might influence education. The goal is to distinguish between the futures that appear most likely and those that educators truly want to help create.
Artificial Intelligence and the Role of Schools
The conference concluded with a roundtable discussion addressing one of the most pressing questions facing education today: the growing presence of artificial intelligence in learning. Participants acknowledged that while technology will transform tools and processes, schools remain irreplaceable spaces for deep dialogue, critical thinking, and the development of ethical responsibility. The event also received support from several universities, including Universidad Europea, Schiller International University, and ESIC University, strengthening the dialogue between schools and higher education institutions as they work together to anticipate the changes ahead.
