Cultural Adaptation of the PSHE Curriculum for International Schools in Mongolia

Abstract

This paper explores the challenges and strategies involved in adapting the Personal, Social, Health, and Economic (PSHE) curriculum for British international schools in Mongolia. It examines the cultural integration, stakeholder engagement, and contextual alignment necessary to maintain adherence to British educational standards while addressing the unique cultural and systemic context of Mongolia. It further analyzes the effectiveness of curriculum modifications through empirical data collected from classroom observations, teacher surveys, and student performance metrics. Recommendations for educators and policymakers are provided to ensure culturally sensitive and effective implementation. It highlights the cultural, logistical, and systemic challenges encountered during implementation. By incorporating interdisciplinary teaching methods and adaptive lesson structures, the study examines the integration of Mongolian traditions and cultural values into the curriculum, focusing on health education, social and emotional learning, and financial literacy. Strategies such as engaging stakeholders, localizing sensitive topics, and ensuring teacher readiness are explored in-depth to provide actionable insights. Furthermore, a sample lesson plan on traditional Mongolian dairy products (Tsagaan Idee) demonstrates how cultural elements can enhance student engagement and learning outcomes. Additional insights on the role of digital resources in bridging cultural and pedagogical gaps are explored. Recommendations are offered to policymakers and educators to navigate cultural sensitivities, allocate resources effectively, and implement monitoring frameworks. By fostering a balance between British educational standards and Mongolian cultural nuances, the PSHE curriculum has the potential to empower students with critical life skills and contribute to the broader development of Mongolia’s education system.