Emiliano Cori, Head of School, H-FARM International School

Emiliano Cori, Head of School at H-FARM International School, has an extensive and distinguished academic and professional background. Born in Italy, he holds a Bachelor’s in Classics and a specialist degree in Greek and Latin Philology from the University of L’Aquila. He further pursued a Master by Research in Comparative Studies at the University of Leeds, where he also engaged in doctoral research in Greek Philology.

Emiliano has held teaching positions at the University of Leeds, where he instructed BA and MA courses in Italian language, literature, Latin, and Greek. He later transitioned to secondary education, serving as Head of Classics at Christ the King College and revitalizing the Classics department at Epsom College. His professional roles also include serving as an examiner and assessor for awarding bodies such as OCR, AQA, and the IB. He is an IBEN Member and an assessor in Theory of Knowledge and History. Emiliano has held various leadership positions, including Head of Senior School and IB Coordinator at Institut Montana Zugerberg in Switzerland.

Currently, as Headmaster of H-FARM International School in Venice, Emiliano oversees a campus of over 700 students and 100 staff, integrating creativity, STEAM, entrepreneurship, and humanities into the educational experience.

In this insightful conversation with the K12 Digest, Emiliano shares his perspectives on the future of assessment, the role of innovation in learning, and how schools can cultivate adaptable, resilient global citizens in an increasingly complex world.

You have accumulated over a decade of leadership experience across international schools in different countries. What have been the key milestones in your career that have shaped your approach to education leadership?

One of the most formative experiences was working in a boarding school. Living in close proximity to students and engaging with them “beyond the classroom” expanded my understanding of child development. It showed me how learning transcends academic results to include personal growth, resilience, and the forging of meaningful relationships.

This experience convinced me that a nurturing, well-rounded environment is essential for student success.

Another defining moment arrived when I assumed the role of school leader. It compelled me to harmonize my personal vision of education with each institution’s ethos and cultural identity. I quickly realized that while core educational values remain constant, the application of new initiatives must be attuned to the local culture, history, and specific needs of the school community. Practices that flourish in one context may fail to take root in another.

These insights taught me the value of adaptive leadership. A successful school leader should listen, learn, and collaborate to build trust and a sense of shared purpose. This people-centred approach guides me at H-FARM International School, where we endeavour to merge global perspectives with local realities, inspiring and preparing our students for the world that awaits them.

As someone with experience on the IB Board and as an IB examiner, what major trends do you see emerging in the education sector globally? How do you think international education is evolving to meet the needs of today’s students?

Over the years, I have observed a major pivot from a narrow fixation on grades and exam scores to a more holistic vision of student growth and potential. More and more educators, parents, and universities recognize the importance of assessing not just academic prowess but the full range of a student’s skills and achievements.

This evolution is reflected in the worldwide shift toward new assessment methods. A noteworthy initiative here is the Melbourne Metrics for Learning—a collaboration between the Council of International Schools (CIS) and the University of Melbourne. At H-FARM International School, we proudly contribute to this project, which highlights student agency and views learners as active protagonists of their educational journey, rather than passive absorbers of content. Our aim is to refine assessment practices to celebrate each student’s unique strengths, moving away from outdated, exam-centric models.

Our own ‘IBDP Plus’ model speaks directly to this transformative impulse. We supplement traditional academic measures with holistic competency profiles, offering a deeper appreciation of students’ knowledge and aptitudes. Increasingly, universities draw on these competency credentials for a more discerning appraisal of applicants—seeking those whose demonstrated abilities and dispositions align with the needs of their programs. This approach serves the entire community by acknowledging and honouring each learner’s diverse talents.

However, such a revolution in education requires the commitment of every stakeholder, especially parents. Professor John Hattie describes parents not simply as “first teachers” but as “first learners,” underscoring the importance of modelling curiosity, resilience, and the determination to learn from both successes and failures. By demonstrating these qualities—experimenting, persisting through obstacles, and sharing their experiences—parents cultivate the mindset and sense of agency that will guide their children toward lifelong learning.

What do you believe are the biggest challenges facing international schools today, and how is H-FARM International School addressing these challenges, especially in fostering academic excellence and global citizenship?

One of the most pressing challenges for international schools is striking the right balance between rigorous academic standards and the cultivation of global citizens—young people equipped not only with strong subject knowledge but also the cultural fluency and ethical mindset essential for today’s interconnected world. At H-FARM, we believe that meeting this challenge requires a more holistic approach to education—one that values students’ well-being, embraces diverse competencies, and promotes real-world engagement.

Looking ahead over the next five to ten years, I see a growing need to move beyond traditional, exam-based frameworks. Our aim is to capture a fuller picture of students’ progress and abilities, recognizing that a single, high-stakes assessment can’t adequately reflect their development. Learning ought to be understood as a continuous journey rather than a snapshot, measured by ongoing evaluations that celebrate achievements across multiple domains.

To lead this transformation, we must shift from teacher-led models to student-centred ones, where young people actively demonstrate their competencies in authentic, meaningful ways. Technology is a vital ally in this process: at H-FARM, we encourage students to collaborate with technology—engaging in hands-on projects that require problem-solving, creativity, and adaptability. Employers are increasingly prioritizing these qualities over conventional academic qualifications, so it is crucial that our graduates leave school as agile thinkers and doers.

However, a significant hurdle remains in convincing universities to move beyond a grades-only mentality. While many forward-looking companies already recruit on the basis of skills and resilience, higher education has been slower to adapt. Our competency-based initiatives, such as the ‘IBDP Plus’ model, provide a more rounded view of students’ strengths by showcasing their dispositions and aptitudes in addition to their exam results.

Another important dimension is the recognition of students’ linguistic and cultural heritage. Through translanguaging approaches that validate and incorporate home languages, learners gain confidence and a sense of belonging—qualities integral not just for academic success but also for fostering a genuine sense of global citizenship.

Finally, in an era where technology plays an ever-greater role, we must not forget the importance of interdisciplinary thinking. Today’s breakthroughs often emerge at the intersection of STEM fields and the humanities; hence, at H-FARM, we are launching philosophy master classes for junior students alongside computer science and robotics. This fusion cultivates flexible, reflective minds capable of both analytical reasoning and empathy.

Overall, H-FARM addresses these evolving demands by committing to student agency, leveraging technology as a partner in learning, honouring cultural diversity, and championing interdisciplinary curricula. By continuously asking “Is there a better way?” we aim not only to maintain academic excellence but also to empower students to thrive as global citizens ready to shape the future.

H-FARM is known for its focus on innovation and technology. How do you incorporate these elements into the curriculum, and what role do you think innovation will play in the future of education?

Innovation is central to H-FARM’s identity. Our guiding question—Is there a better way?—inspires us to keep searching for more effective practices. Far from being limited to technology or trendy gadgets, innovation involves purposeful change that elevates teaching and learning. Drawing on the Latin root innovare (“to make new”), we see innovation as a commitment to reinvention and relevance.

At the curricular level, we begin with mindset and culture. We cultivate an environment that prizes inquiry and experimentation among both students and faculty. Technology serves as a powerful instrument in this process: from AI-assisted research tools to immersive simulations, it allows for deeper cognitive engagement and problem-solving that connects the classroom with real-world contexts. Students regularly design and test solutions, thus honing their critical and creative faculties.

Yet innovation extends beyond hardware or software. We frequently revisit our curriculum, inviting experts across disciplines to ensure it remains forward-looking. Entrepreneurial projects, for example, ask students to identify authentic problems and propose tangible solutions—nurturing agency, resilience, and adaptability.

Assessment is another realm ripe for transformative thinking. Traditional models often fail to capture the full breadth of a student’s capacities. Hence our move toward competency-based frameworks, including the ‘IBDP Plus’ model, which complements academic scores with carefully articulated competency profiles. Universities and employers increasingly value individuals who are inventive, versatile, and able to thrive in diverse contexts—qualities more accurately reflected in these richer, multidimensional assessments.

Ultimately, innovation must equip learners not merely to survive in an unpredictable future but to shape it. By constantly posing “Is there a better way?” we encourage our students to become proactive creators of knowledge, unafraid to challenge conventions. This guiding principle undergirds our mission at H-FARM, ensuring that students emerge with the creativity and clarity of thought to make meaningful contributions to society.

Looking ahead, what is your vision for the future of education at H-FARM and beyond? What changes or initiatives do you hope to see in the next 5-10 years in the global education landscape?

I envision an education system that takes a broader and deeper view of learning—one that moves decisively away from isolated high-stakes exams toward more integrated assessments of student growth and potential. In the coming years, I hope we see a genuine pivot toward learner-centred evaluation models, where students showcase their competencies in a variety of meaningful, authentic ways and develop a sense of ownership over their academic journeys.

Technology will play a crucial role in this shift, though not merely as a tool. At H-FARM, our goal is for technology to become a collaborative partner in the learning process. We aim to see students use and refine technology in creative projects—applying their insights to improve existing systems or invent new ones. Employers worldwide are increasingly seeking individuals who display adaptability, initiative, and ingenuity, rather than those defined by grades alone.

Persuading universities to adopt a parallel perspective remains a challenge. While many innovative companies now recruit for problem-solving ability, higher education often clings to more traditional metrics. Through approaches like our ‘IBDP Plus’ model, which balances academic attainment with detailed competency profiles, we hope to foster a more holistic understanding of each learner. Such a paradigm shift would encourage universities to evaluate prospective students as multidimensional thinkers, not just as test-takers.

Furthermore, as research into translanguaging and cross-cultural literacy demonstrates, honouring students’ linguistic and cultural heritages enriches both their intellectual and social development. By acknowledging diverse cultural repertoires, we strengthen learners’ confidence, sense of belonging, and capacity for empathy—prerequisites for global citizenship.

Finally, even amid rapidly expanding technological frontiers, the humanities grow more vital. Leaders in tech industries increasingly emphasize the importance of ethical and philosophical reflection. Interdisciplinary education—uniting STEM fields with philosophy, art, and literature—equips young people to navigate and shape a world that demands both precision of thought and depth of insight. By continually asking “Is there a better way?” we at H-FARM aspire to educate not only competent professionals but also socially conscious, creative thinkers.

Personal Achievement and Its Impact on Leadership

One of the most rewarding chapters of my career was serving as Head of Classics at Epsom College in England. I look back on that time fondly, as it taught me profound lessons about leadership, mentorship, and the transformative potency of education. Leading a department meant both motivating colleagues and engaging students whose passion and ingenuity consistently inspired me in return.

I recall how students would arrive early to discuss Ovid, Vergil, and Homer. These moments of close reading and lively exchange were exhilarating, as together we explored how ancient poetry could illuminate their present-day experiences. Observing how readily they identified with timeless themes underscored education’s power to inform both intellectual and emotional dimensions of growth.

One particularly memorable—and initially delicate—occasion was when a parent approached me about their child’s sudden shift in career aspirations, from wanting to study law to pursuing literature. The conversation was, at first, marked by concern. Yet two years later, the same parent returned brimming with gratitude. Their child had been admitted to Oxford and had embarked on a flourishing academic path. From this, I learned to remain open to the passions of young people, even when they diverge from parental expectations. As a parent and educator, I see that guiding and encouraging students to find their own calling is far more valuable than imposing a predefined trajectory.

Equally important were the coaching and mentoring skills I refined during my time at Epsom. I came to understand that listening attentively, asking thoughtful questions, and offering guidance without micromanagement work wonders—both for adolescents and adult colleagues. In subsequent leadership roles, I witnessed how professionals, much like students, thrive in environments where their strengths are recognized and their voices respected. Effective leadership thus involves nurturing a culture of inquiry, collaboration, and constant development.

This ethos informs my leadership at H-FARM International School. We strive to create an atmosphere where both students and staff feel encouraged to excel, reflect, and innovate—supported by constructive dialogue and mutual confidence. By balancing guidance and autonomy, we enable individuals to realize their full potential in the classroom and beyond.

To wrap up, what advice would you give to educators and leaders in the education sector who are working towards creating impactful and innovative learning experiences for the next generation?

My counsel is to hold fast to your genuine self and the central purpose of education. We deal not only with policies and curricula but with human lives. Constantly ask: How does this choice serve the students? Does it help them grow? If you can answer yes, you are on the right track.

Have the courage to be bold. Far better to stumble in the pursuit of originality than to remain untested. True innovation involves risk, and setbacks often prove the most instructive.

Socrates reminds us that wisdom is an unending quest; we should neither shy away from uncertainty nor be unsettled by it, for meaningful progress emerges from thoughtful struggle and reflection.

Philosopher Iain McGilchrist underscores the dual necessity of reason and intuition, indicating that the best learning flourishes at the junction of logical analysis and creative engagement. Likewise, Parmenides taught that life itself is in perpetual motion, shaped by meeting and reconciling opposing forces. In education, we embrace this ever-shifting landscape by cultivating patience and resilience, trusting that the deeper breakthroughs come through persistence.

Finally, remain devoted to truth, goodness, and beauty in all your endeavours. These ideals, eternal in their resonance, remind us that education ultimately involves shaping the entire individual—not merely the intellect but also a sense of purpose and humanity. If we keep these guiding lights in view, we can inspire the next generation to dream grandly, create fearlessly, and lead with integrity.

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