Understanding International Schools as Autopoietic Systems

Abstract

This paper re-examines the evolving landscape of international schools through the theoretical lens of autopoiesis, a concept from biology that emphasises self-organisation, adaptability, and systemic autonomy. In contrast to traditional frameworks based on fixed categories, dichotomies, or taxonomies, which offer static representations of a highly dynamic field, the autopoietic approach recognises international schools as self-organising systems that continually reconstruct their identities in response to shifting external pressures. Through an analysis of curriculum choices, institutional adaptation, and the role of intermediary organisations such as alliances, associations, accrediting bodies, the paper illustrates how international schools sustain internal coherence while responding to increasingly diverse and localised contexts. Rather than replacing existing models, the autopoietic perspective complements them by offering a more process-oriented and systemic view that interprets perceived fragmentation as evidence of adaptive capacity. In this sense, what is often perceived as fragmentation may instead be understood as evidence of adaptive capacity. Ultimately, this conceptual shift invites researchers, practitioners, and policymakers to rethink how international schools are defined, studied, and navigated in an increasingly complex global environment.