YOUR VOICE, YOUR CHOICE
Meet the Top 10 shortlisted schools for 2026
and vote for your favourite!
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Inventure Academy, Bengaluru, India, has pioneered a collaborative learning ecosystem that includes families and the wider community as a core part of its pedagogy to support students and empower every learner to fulfil their potential, ignite change, and create a positive impact in the world around them.
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ReinventED IDV, an independent secondary school in Quito, Ecuador is challenging the high-pressure culture surrounding elite youth sport through a learning model where emotional wellbeing, personal growth, academic development, and athletic performance are intentionally developed together.
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Army Goodwill School, Wuzur, a public kindergarten, primary and secondary school in a rural region of Jammu and Kashmir, India, is proving that low funding is not a barrier to impact by enabling students to design and build practical solutions to real needs through its student-led Innovation Club.
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Liceo Bicentenario de Excelencia Oriente de Rengo, a public primary and secondary school in Rengo, Chile, is rebuilding students’ confidence in mathematics capabilities through its Matecraft Project, a collaborative, game-based experience that has helped more than 600 students from the school achieve 80% and higher in maths evaluations.
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Colegio Las Margaritas IED, part of the Alianza Educativa´s network, a public kindergarten, primary and secondary school in Bogotá D.C., Cundinamarca, Colombia, is transforming how student wellbeing and conflict are managed by replacing punishment with prevention, using a structured socio-emotional model that is reshaping school culture in one of the city’s most complex urban communities.
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Canada Royal Arts High School, a private secondary school in Vancouver, British Columbia, Canada, is prioritising student potential as the driver for its progressive co-curricular learning model that integrates IQ, interests, psychology, motivation, and EQ with course performance to build a comprehensive plan that closes the gap between who students are and the pathways they’re put on.