Our Faculty

The world is changing so rapidly that it is difficult to predict what society will look like in 15 or 20 years, and there are still no rules for success in that society.

The role of education is not to impose what we think adults need to know, but to help them acquire the skills they need to think ahead and to be able to adapt to the changes of the times. It is the ability to think for themselves, to understand what they are lacking and acquire it for themselves, to have a goal and make a plan to achieve it for themselves, and to continue to learn for a lifetime.

It’s time for education to change. It is time for educators to break free from stereotypes, to rethink the purpose of education, and to create from scratch what schools should be.

We need to create a thorough program to ensure that our students have the skills they really need when they enter the workforce. 

For example, do we really need tests? How many jobs require you to solve problems using only your own memory without looking at any books or resources or asking others? Work is done as a team and we use all the information we have to solve problems or create something. Therefore, learning should be like that too.

As a bilingual school, our students learn English as a global language and Japanese as the language of the country we reside in. In addition to learning both languages at a high level, we continue to introduce new approaches and learning methods to develop human resources who can contribute to the international community. I wonder if every single thing we do will lead to the development of people who will be active in the international community. All of our decisions come back to that goal.It’s an education that neither our teachers nor our parents have ever received before. Every day is a new adventure.Let’s work together to shape the future of Japan through educational innovation.

Let’s Change Education!

Founder Kumiko Nakamura

English is positioned as a communication tool and common language. You may be asked what you can do with English.

In this social climate, Kansai International Academy’s goal is to educate students to become global citizens while maintaining local sensitivities through immersion education that incorporates an international curriculum. Since the opening of the school, I have been impressed by our graduates and their bilingual ability.

In April 2014, we created the elementary school in Kobe, an international city. We increased the size of our school to accept more students and foster as many “Japanese leaders” as possible. The site area of 6,600 square meters is ideal for learning. We hope that by interacting with many friends and teachers from different countries, they will learn not only English, but also Japanese language and culture, and develop a “Japanese identity” which is necessary for a global citizen.

Children are our dreams. Through a well-balanced education at Kansai International Academy, we are committed to helping our students become bright leaders who can contribute to the international community.

Kenichiro Mogi


The modern view of academic ability is based on the concept that people have a multitude of interests, and that there are common methods for investigating those interests. Therefore, people do not need to decide the direction of their studies in advance. Instead, they can foster skills such as gathering data, mathematical analysis, and critical thinking. 

According to this concept, it would be nonsense to look at all known history and ask what percentage of that history a person knows. Nor does it follow that the purpose of education is to standardize the content of the “textbook” in advance and then master the standardized content.

In other words, the content of academic skills becomes a process and becomes meta-academic, and the target of adaptation of those meta-academic skills is different for each person.

Under this view of academics, all entrance exams must be AO (Admissions Office) exams. Because if there are a million people, there are a million different things each person is working on. Because there is. No single standard test can assess what every person is working on.

Senior Leadership Team

Kansai International Academy
Kobe Campus
Head of School

Hiroko Takagi

Elementary and Secondary School

Marwa Elegezery

Elementary and Secondary School
Business Manager

Yukari Serata

ELC & Kindergarten Leadership Team


Chiharu Osaka

Japanese Head Teacher

Aya Tanaka

International Head Teachers

Evan Kelley

Elementary School Pedagogical Leadership Team

Academic Vice Principal
PYP Coordinator

Yoko Morisaki

Head of English

Noel Ballantyne

Administration  Vice Principal

Hiroko Ishikawa

Career Guidance Counselor

Renta Nishikawa

Secondary School Pedagogical Leadership Team

Administration Vice Principal
Head of Admission

Tadao Miyashiro

Academic Vice Principal
MYP Coordinator

Solene Matsushita

DP Coordinator

Yoko Homma

Teacher Training System

Children, as well as teachers, must be lifelong learners. As the number of students has grown, so has the size of the school and the number of staff. Kansai International Academy has a team of teachers from all over the world, with experience from over 20 different countries and a serious commitment to education. As the world’s first Japanese-English bilingual PYP school, we are constantly challenging ourselves to provide a new kind of multilingual education.

In order to further improve the quality of education, we hold whole-school training twice a year and offer a variety of training on topics such as newcomer training, robotics, first aid, the importance of play, and math initiatives. We also actively participate in training at other schools and hold special guest workshops with Mr. Kenichiro Mogi, Curriculum Lab advisor, and other people active in their fields. Three staff members also participated in a 5-day training in Reggio Emilia, Italy, where they learned about child-centered, project-based learning, which has been adopted around the world. We have reaffirmed the importance of observing the children’s work and daily activities so that we do not miss opportunities for each child to express themselves in various ways, and we have incorporated this into our staff training.

As an IB school, we also participate in regular IB workshops as well as IB workshops held in the school. We deepen our understanding of inquiry learning and share what we have learned from training on a variety of topics, such as how to assess students, reading, writing, and working with math through inquiry, which we use in our classroom instruction.

As a teacher at Kansai International School, we are always striving to provide the best possible educational environment for our students through staff training opportunities, regular meetings, and cooperation between staff members.

Visits to other schools
(domestic and international school visits)

Every year, lab members and teachers visit schools around the world on behalf of Kansai International School. They visit schools in Switzerland, the United Kingdom, the Netherlands, Finland, Australia, Canada, Hawaii, and the mainland U.S. It’s a great opportunity to experience the world’s most advanced education firsthand, to exchange ideas with educators, and to raise awareness of Kansai International School. We always feel that no two schools are the same. The educators at these wonderful schools believe that schools and education must constantly evolve, and they create a student-centered learning environment that respects children’s individuality.

Reports from overseas school visits are shared with staff and parents, and are incorporated into the curriculum, bilingual education, teaching methods, facilities, and teacher training in various ways at Kansai International School. We also develop short and long term study abroad programs for our students and have established partnerships with schools around the world.