Innovating for Innovators

As global economies shift to meet the demands of technological innovation and artificial intelligence, education systems face increasing pressure to prepare students who are not only academically competent but also adaptable, creative, and capable of driving innovation. In China, where the national strategies place innovation at the center of future development, a paradox has emerged: Students consistently perform well on international academic assessments yet struggle with practical problem-solving, creativity, and well-being — traits essential for thriving in an innovation-driven world.

The author of this dissertation draws on qualitative data to examine a well-known private K–12 school in China backed by a major technology company. The author explores how the school conceptualizes innovation, implements novel practices, and navigates both opportunities and constraints shaped by China's evolving education policies.

The author's findings reveal that the school's innovative efforts are shaped by the interaction of entrepreneurial culture and educational mindset, a balance between exploratory experimentation and established practices, state policy shifts, and the leverage of professional development and external partnerships to foster teacher agency. Despite structural and contextual constraints, there are early signs that some of the school's practices may be transferable to other educational contexts.