What happens when schools stop working in isolation and start learning from one another? Elizabeth Imende joins us to explore the power of professional learning communities and the role of educational associations in building stronger, more connected schools. Drawing on more than two decades of experience across multiple continents—and her current role as Executive Director of AISA—Elizabeth reflects on how collaboration, shared expertise, and ongoing professional learning can transform both teaching and leadership. Together, we unpack why locally grounded professional learning matters, how educators can move beyond networking to meaningful collaboration, and what school leaders can do to cultivate cultures of continuous growth. This conversation is a reminder that some of the most powerful learning happens not in isolation, but in community.

In this episode, Matthew Hayes challenges traditional definitions of achievement and invites educators to rethink how schools recognise student growth, contribution, and potential. Drawing on his research in Global Citizenship Education and youth development at UCL’s Institute of Education, Matthew explores why skills, character, and extracurricular engagement deserve greater visibility within education systems.

What happens when a well-intentioned programme meets the realities of school implementation? Rohit Vaswani takes a transparent and practical look at the Personal Development Plan (PDP) in the IB Diploma Programme. Drawing on his experience as both a DP Coordinator and IB educator, he reflects on how schools are navigating the challenge of moving the PDP beyond a compliance task and into something that genuinely supports student growth.

What does it mean to prepare students for a future that is increasingly complex, interconnected, and uncertain? In this episode, Haif Bannayan joins us to explore how education must evolve beyond academic achievement to foster shared humanity, ethical thinking, and global responsibility. Drawing on his experience across education systems, leadership, and global partnerships, he reflects on the kinds of competencies students need to navigate real-world challenges and contribute meaningfully to society.

Caitlin LeBrun reflects on the lived experience of balancing multiple identities—educator, parent, writer, and creative thinker. Drawing on her work as a Learning Support teacher and her personal journey navigating teaching alongside creative writing and family life, she explores the challenges and rewards of building a sustainable life in education.   Together, we unpack the pressure educators often feel to center their entire identity around school, and why creative pursuits, personal passions, and time beyond the classroom are essential or long-term well-being. This conversation offers an honest and reflective look at burnout, balance, and what it means to support the whole person behind the educator role.

What does it mean to lead education with a commitment not just to global citizenship, but to local impact? In this episode, Adzo Ashie, Vice Principal at SOS-Hermann Gmeiner International College, reflects on her journey from one of the first IB Diploma students in Ghana to an educational leader shaping IB learning across Africa. Drawing on her experience in school leadership and her work expanding IB programmes across the continent, she explores how education can be rooted in identity, service, and purpose.

What happens when we take one of the most influential voices in education research and ask: how does this actually show up in the classroom—and in the tools we build? We sat down with Kognity Learning Experience Designer Melanie Snow to unpack what “Visible Learning” really looks like in practice. From feedback and inquiry to the role of AI and EdTech, we explore how research-informed teaching translates into real learning experiences.

What if the key to better learning isn’t doing more—but knowing what works best? In this episode, Professor John Hattie, the architect of Visible Learning, challenges IB educators to move beyond “innovation fatigue” and focus on the practices that have the greatest impact on student achievement. Drawing on decades of research synthesizing thousands of studies, he explores how educators can better understand their impact—and use that knowledge to improve learning outcomes.

Paul La Rondie pulls back the curtain on the less visible processes that shape both assessment and curriculum. From the moment a student submits their IA to the publication of the next curriculum guide, there’s an intricate system of moderation, review, and refinement at work. Drawing on his work as a Principal Moderator, senior examiner, and IB workshop leader, he walks us through the journey of an IA—from submission to moderation—and explains how consistency, fairness, and academic integrity are maintained across the system. We also explore how the IB Mathematics curriculum is reviewed and updated, highlighting the research, collaboration, and decision-making that inform curriculum changes over time.

In this special IB Unplugged Live episode recorded at the African Education Festival in Johannesburg, Amy Sarr Fall invites IB educators to explore what it means to lead and learn through the philosophy of Ubuntu — the idea that “I am because we are.” Drawing on her work in human rights, civic engagement, and education across Africa and globally, she challenges dominant narratives of competition and individual achievement, and reimagines education as a force for community, collaboration, and shared responsibility.