MEES International School: Where Project-Based Learning Meets 21st-Century Skills
Located in the heart of Tokyo, MEES International School offers a child-centric approach to education that empowers students to be the lead investigators of their own learning, with teachers facilitating their growth. This unique model draws on elements of the Montessori method–wherein curriculum is molded around children’s natural interests, rather than constrained to more formal class structures–and updates it to account for a fast-moving technological future.
Kent MacLeod, the principal of MEES’s elementary school, was excited to join MEES because of how intentionally the school embodies the spirit of a child-centric education. After 18 years as an international educator in Japan, MacLeod believes that MEES is the first school he’s worked at that is really prepared to revolutionize childrens’ education. “What we envision at MEES is a much more integrated, transdisciplinary approach,” MacLeod explains. “We adapted the Montessori method to enrich our educational philosophy, which is rooted in Project-Based Learning.”
Project-Based Learning: The MEES Approach to Modern Education
Project-Based Learning (PBL) is a hands-on approach that allows children to explore their interests while working together in multidisciplinary projects. Unlike traditional classroom settings, MEES’s PBL structure integrates learning across subjects, making it more engaging and applicable to real-world challenges.
“PBL is the idea that in this collective project, we all bring together our unique talents,” explains MacLeod. “Every project requires different skill sets, so it provides students with the opportunity to think about what their area of interest is, their area of aptitude, their area of passion. When people bring their passion towards any project, the end result is something that’s pretty impressive.”
The lifecycle of every PBL project at MEES starts with an in-depth planning session, where students brainstorm what they want to investigate. “A lot of kids are interested in animals, so sometimes a project will be investigating the lifecycle or behavior of animals,” MacLeod says. “There are a lot of kids interested in engineering, so building models, designing games.”
At any given moment, students are involved with several PBL projects, some that have a turnaround time of one week, others that are month-long affairs. During the course of each project, students practice communication and collaboration skills, checking in with each other and learning to independently identify problem areas where they need more practice, whether it’s spelling for labeling posters or mathematics for measuring scale models. “There’s a lot of social emotional learning involved,” says MacLeod. “It’s not just math, English and science. It’s teamwork. It’s relationship-building. It’s learning to manage yourself.”
Preparing for the Future
In a world where the job market is increasingly driven by technology and collaboration, MEES aims to equip students with the skills they need to excel. The school encourages students to ask questions, investigate solutions and collaborate with their peers. “The student is the investigator and the inquirer,” says MacLeod. “They are making choices and following paths they are interested in. But now we also have AI, STEM programming, and careers dominated by tech-savvy skills.
“We want to think about where we are today and where we’re going next. Our goal is to help kids with unique talents and perspectives shine in a setting where their aptitudes come through.”
Technology plays a pivotal role in this process. Students have supervised use of iPads and desktop computers to aid in research for their projects. In the future, the school is actively looking to incorporate tools such as AI to further enhance student development. For example, students may start pitching their projects to AI for feedback, and then in turn, will be encouraged to critically assess the feedback they receive, reinforcing the importance of discernment and independent thinking.
The school’s open, multi-purpose spaces further emphasize the importance of independent thinking. Classrooms are designed without walls, allowing for flexible use of space that encourages spontaneous collaboration between students. “Not having walls is maybe a metaphor for the classes not having a traditional structure here,” says MacLeod. “The spaces are meant to be used in multiple ways, and it encourages flexibility and creativity. It’s a reflection of the kind of learner we want.”
Currently MEES’s elementary school is a multi-age cohort of about 25 students. Students aged 6 to 12 work together on projects, allowing older students to mentor younger ones. MacLeod believes this structure offers a more holistic learning experience, saying, “There’s a lot of value in multi-age groups—peer-to-peer learning, mentor learning. Older kids are able to model behavior for younger ones, and it encourages collaboration across age groups.”
A Child-Led, Future-Ready Approach
For expatriate families in Tokyo, MEES International School offers a progressive alternative to more traditional international schools. Its commitment to project-based learning, multi-age classrooms and a flexible, child-led approach creates an environment where students are encouraged to explore their passions and develop skills that will serve them well in the future.
By blending child-centered approaches to education with technological advancements, MEES is redefining what it means to provide modern education in Japan. The school is actively shaping the next generation of thinkers, creators, and innovators. Parents looking for a forward-thinking school that values creativity, collaboration, and emotional intelligence will find MEES an exciting and refreshing option for their children.