Articles

Hughes, C. (2020). COVID-19 and the opportunity to design a more mindful approach to learning. Prospects, July 2020.
Hughes, C. (2020). The Implications of Black Lives Matter for Education: What can White People in Positions of Privilege do? ERDIE, University of Geneva.
Hughes, C. (2020). Will COVID-19 spell the end for exams?. World Economic Forum.
Hughes, C. (2020). What lessons from the coronavirus pandemic will shape the future of education?. World Economic Forum.
Hughes, C. (2020). Educating for the Twenty-First Century. Cambridge Assessment International Education.
Hughes, C. (2020). The COVID-19 lockdown and the opportunity to transform education. Cambridge Assessment International Education.
Hughes, C. (2020). The Universal Learning Programme. International School Parent.
Hughes, C. (2020). The Universal Learning Programme: Transforming education for individual, collective and public good. Centre for Strategic Intelligence.
Hughes, C. (2020). The Universal Learning Programme: Educating Future-ready Citizens. In-Progress Reflection no. 34. On Current Issues in Curriculum, Learning and Assessment. UNESCO-IBE.
Hughes, C. (2020). The importance of critical thinking in the 21st Century. IB Community Blog.
Hughes, C. (2019). Addressing violence in education: From policy to practice. Prospects, 181.
Hughes, C. (2018). Seven Global Challenges for the 21st Century. International School Parent, November, 2018.
Hughes, C. (2018). Prejudice and Education in the 21st Century. InFocus UNESCO, March 2018.
Hughes, C. (2017). How Can Education Reduce Prejudice in the 21st Century? International Schools Journal 37(1): pp. 11-18.
Hughes, C. (2014). A critical analysis of the International Baccalaureate’s Middle Years Programme assessment design with particular focus on feedback. Journal of Research in International Education 13(3): pp. 203-217.
Hughes, C. (2014). How can international education help reduce students’ prejudice?. Prospects 44(3): pp. 395-410.
Hughes, C. & Acedo, C. (Eds). (2014). Learning and Competences for the Twenty-First Century. Prospects, 172.
Acedo, C. & Hughes, C. (2014). Principles for learning and competences in the 21st-century curriculum. Prospects 44(4): pp. 503-525.
Hughes, C. (2014). Theory of Knowledge aims, objectives and assessment criteria: An analysis of critical thinking descriptors. Journal of Research in International Education 13(1): pp. 30-45.
Hughes, C. (2012). Child-centred pedagogy, internationalism and bilingualism at the International School of Geneva. International Schools Journal 32(1): pp. 71-79.
Hughes, C. (2012). Passion for Beauty: A Model for Learning. Creative Education, Scientific Research 3(2): pp. 334-340.
Hughes, C. (2012). Teacher as Leader. SecEd
Hughes, C. (2009). International education and the International Baccalaureate Diploma Programme: A view from the perspective of postcolonial thought. Journal of Research in International Education 8(2): pp. 123-141.

About Conrad Hughes

Conrad Hughes (MA, PhD, EdD) is Campus and Secondary Principal at the International School of Geneva, La Grande Boissière, the oldest international school in the world. He has been School Principal, Director of Education, International Baccalaureate Diploma Programme Coordinator and teacher in schools in Switzerland, France, India and the Netherlands.

Conrad, who is also a member of the advisory board for the University of the People, senior fellow of UNESCO's International Bureau of Education and research assistant at the University of Geneva's department of psychology and education, teaches philosophy.

His PhD (2008) is in English literature: The Treatment of the Body in the Fiction of JM Coetzee. His EdD thesis (2018), written at Durham University, is on the relationship between prejudice and education with specific focus on how education can reduce prejudice.

He is the author of numerous articles in peer-reviewed journals and as Director of Education at the International School of Geneva he led the publication of Guiding Principles for Learning in the 21st Century with UNESCO. He has been chief editor for special editions of Springer’s Prospects Journal with entries by leading academics such as Sugata Mitra, Steve Higgins, Doug & Lynn Newton, Scilla Elworthy, Paul Black, AC Grayling and Juan Carlos Tedesco.

Conrad's most recent books are Understanding Prejudice and Education: The Challenge for Future Generations (2017, Routledge) and Educating for the 21st Century: Seven Global Challenges (2018, Brill).

Research Interests:
21st Century Education
Prejudice
Critical Thinking
International Education
Assessment