11 International Schools Close to Nature (Part 3): Teaching Abroad Without Giving Up Green Space

Many international school educators dream of teaching abroad while still having easy access to nature. Whether it’s a forest, a large green park, or open water nearby, time spent in natural spaces can be a powerful antidote to stress and an important factor in overall well-being.

Escaping into nature—even briefly—can help reset our minds and bring stress levels back to something more manageable. For many of us, this access isn’t a luxury; it’s a necessity.

Some international schools are already located directly in natural settings. They may sit within a forest, alongside a lake or coastline, or near expansive green spaces. Others are based in city centres that, while urban, offer an impressive number of large, well-maintained parks and green corridors. (If you haven’t already, you can explore Part 1 and Part 2 of this series for more examples.)

However, not all international schools are located in cities with easy or immediate access to nature. Some cities may have a few tree-lined streets or scattered pocket parks, but these are often outweighed by dense development. In some cases, pollution and dust can dull what little greenery exists, making it feel less restorative than it appears at first glance.

That said, even if an international school is located in a heavily built-up city centre, it can still be worth considering if meaningful access to nature is available nearby. Reliable public transport, short car journeys, or easy weekend escapes can make a significant difference. Having multiple day-trip options into nature can be a major selling point when choosing where to live and work.

For many international educators, access to nature plays an important role in long-term happiness and sustainability abroad. That’s why it’s worth asking questions, doing research, and speaking to current staff before committing to a move.

Fortunately, International School Community (ISC) was designed to help educators find exactly this kind of practical, experience-based information. Using our Comment Search feature (available to premium members), we identified 316 comments that include the keyword “Nature.” From those, we’ve selected 11 examples that highlight international schools offering meaningful access to natural surroundings.

Here are 11 international schools—shared by educators themselves—that are close to nature:

Japan

“FIS is located in Fukuoka City, Japan’s sixth-largest city and the capital of Fukuoka Prefecture. Known for its vibrant atmosphere and rich cultural heritage, Fukuoka offers a high quality of life, blending modern amenities with beautiful natural landscapes. Its compact NATURE and efficient public transportation make it easy to navigate, with the city centre within easy reach.” – Fukuoka International School (74 total comments)

Hong Kong

“Single teachers and young couples may have a better experience spending time on the island, as it is vibrant and full of bars and nightlife. Families might opt to live in the Sai Kung area next to the ocean, surrounded by mountains and beautiful NATURE. This area is a quieter, more relaxed living style, and the houses or apartments are not as expensive as in the city, so they can find bigger housing for their family. Gay couples are accepted just like straight couples.” – Shrewsbury International School Hong Kong (SHK) (34 total comments)

Bulgaria

“There is amazing NATURE if you like hiking, trail running, skiing, etc.” – Anglo American School of Sofia (124 total comments)

Kenya

“Most expats spend weekends around City Mall, Haller Park, or Old Town, which offer a blend of shopping, NATURE, and culture. It’s a great balance between comfort and coastal charm.” – Braeburn Mombasa International School (31 total comments)

Tunisia

“If you want to enjoy deep NATURE, you might need to go further than Tunis downtown. Car is a must as public transportation is not developed…” – American Cooperative School of Tunis (93 total comments)

Image by Kaushik Roychowdhury from Pixabay

India

“NATURE Enthusiasts: Green Spaces: Despite its urbanization, Gurgaon offers green spaces like the Aravalli hills, providing hiking trails and nature walks. Eco-Tourism: Nearby attractions, such as the Sultanpur Bird Sanctuary, appeal to those seeking natural beauty and outdoor activities.” – Pathways World School (47 total comments)

India

“NATURE: For those seeking a break from the city, Hyderabad offers several nearby nature spots, including Ramoji Film City, Hussain Sagar Lake, and the Necklace Road. These areas provide opportunities for outdoor activities like boating, picnics, and nature walks…” – Aga Khan Academy (Hyderabad) (24 total comments)

Hong Kong

“All lifestyles are catered for in Hong Kong. You can live the big city life, enjoying nightclubs and fine dining, or go hiking or swimming in one of the many NATURE reserves…” – Discovery Bay International School (15 total comments)

Latvia

“If you love nature, you’ll love Latvia. Stunning NATURE, sea and forest, easily accessible from central Riga. Latvians highly value spending time outside in every season…” – International School of Latvia (67 total comments)

South Korea

“For a single person, it can be hard because the schools are in a rural area. People do go to the city, but it’s about a 40-minute drive away. We have some LGBTQ people at our school, but they came as a couple. The area is great if you like the outdoors and NATURE. If you like big cities and what they have to offer, then you need to fly to Seoul…” – St. Johnsbury Academy Jeju (SJAJ) (47 total comments)

Croatia

“It is a much better quality of life for couples and families. Singles have found the city small and a bit boring, with a lack of variety of activities. However, if you really search and make an effort, some interesting events are happening all the time. There is one gay club, Hot Pot. There are also queer events at clubs/bars around the city at least once a month. NATURE and parks are easily accessible…” – American International School of Zagreb (52 total comments)

How is the nature around your international school? Share your comments here

Lesson #1 at International School Hiring Fairs: Why Bad Interviews Are Actually a Good Thing

No matter how glossy a school’s reputation may be, the people sitting across from you in a hotel room asking questions in that school’s name are a far stronger indicator of what it would actually feel like to work there. During my own recruitment journey, I spoke with English department heads whose questions—and my answers—made it immediately clear to both of us whether we would, or would not, make a happy marriage. Unsurprisingly, there was a strong correlation between that sense of “fit” and whether or not a position was ultimately offered.

Some schools enthusiastically branded themselves as 21st-century institutions, loudly beating the drum of their laptop programs. Walking into those interviews, I half-expected flower petals to descend from the ceiling. Yet on more than one occasion, the sentiments expressed belonged to people who had clearly never experienced the literacy magic that can happen after a few months of sustained blogging, writing, and online dialogue. No rose petals there—only the mental image of soggy cabbage leaves falling, probably in both our imaginations. A two-year marriage? We think not. And honestly, thank goodness for the bad interview, and for the polite “We’re sorry we cannot offer you a position at this time.” No apology necessary—good luck.

There is something strangely wonderful about learning to feel good about bad interviews. At international school recruitment fairs, it’s easy to get swept up in the hype. You watch teacher after teacher walk away with job offers while you, perhaps, walk away with none. Many of us have been there. The worst moments often happen in the elevators—surrounded by animated conversations about new contracts and offers to be signed the next morning.

As we’ve said before on International School Community, recruitment is often about luck and timing. But there’s another important truth worth adding: when a school and a candidate are truly right for each other, it is usually glaringly obvious. And when they’re not, that’s often just as clear. It’s remarkably similar to finding a life partner—you both need to be in the right place, at the right time, and there needs to be genuine chemistry for things to work.

Most of us have left interviews thinking, “I’d really like to work at this school,” while knowing—deep down—that the feeling wasn’t mutual. And sometimes, even deeper down, knowing that you didn’t feel it either. Recruitment fairs like UNI Overseas Placement, Search Associates, ISS, and CIS can create a powerful desire for affirmation. You want to feel like a “good catch.” You want offers—preferably from everyone.

Some teachers are advised to accept every interview opportunity offered to them. But if you do that, you may find yourself sitting in hotel rooms with administrators who simply are not speaking the same professional language as you. They talk enthusiastically about their school, while you’re thinking: This isn’t the person I want to work with. This isn’t the school I want to commit to. And this isn’t the country I want to live in.

At the end of one particularly bad interview, a school asked, “So, what do you think?” The candidate replied honestly, “I’m sorry, I just don’t think we’re a good fit to work together.” The administrators looked genuinely shocked. Sometimes, being clear and respectful is necessary—not just for you, but because some schools may not even realise they’ve just experienced a bad interview themselves.

Signs that a bad interview may be taking place at an international school recruitment fair

You might be in a bad interview if:

• The administrator turns to a colleague and asks, “So… who was this person again?”

• The conversation focuses almost exclusively on the benefits package and lifestyle, with little discussion of teaching and learning.

• One interviewer is distracted—sorting paperwork on the bed—while another attempts to interview you.

• The interviewers openly debate your suitability in front of you (for example: “We usually only hire people from the UK,” or “We’re actually looking to fill this role locally”).

• You are asked more questions about visas and legal loopholes than about your teaching practice.

• The tone feels condescending, with interviewers positioning themselves as far superior while overstating their school’s status.

• The person interviewing you doesn’t actually work at the school and can only talk about how wonderful the parent company is.

• Bad interviews aren’t failures—they’re information. They clarify what you don’t want, save you from unhappy contracts, and remind you that this process is as much about schools choosing teachers as teachers choosing schools.

Top 10 Character Traits of a Seasoned International School Teacher

A seasoned international school teacher (SIST) has worked at 3+ international schools in more than three parts of the world (or more). They know the ins and outs of international schools. They now have many old friends (from international schools that they’ve worked at) who have since moved on and now live in all parts of the world. Many teachers say that they originally meant to be abroad for only 2-3 years, but once you get into the international school community, it is easy to get hooked!

1. Tolerance

Living in diversity and uniqueness is what SISTs love! They are open to different cultures and the different ways that those cultures do things. Doing basic things in the sometimes crazy and annoying way of your new home country can be frustrating, but SISTs take it all in stride. They understand that things are going to be different from their last country and from their home country. They accept these differences and try their best to welcome them and react to them appropriately. SISTs interact with the locals positively and have a good awareness of their ways of doing things.

2. Flexible

Experienced international school teachers know they can’t just walk into their new school and teach exactly how they have taught in their previous schools. Even if they use the same curriculum and have a majority of teachers from their home country, each international school is different and does things in its own way. SISTs can adapt their teaching to fit the new school’s way of teaching, adding new things slowly when appropriate. To help make the transition an easier one, SISTs ask the right questions at their interview and gather all the information they can about the school itself. Knowing things ahead of time is smart, as it prepares you better for the changes you experience. When sudden changes occur, being flexible is the key to happiness at your new school.

3. Decisive

As international school teachers get more seasoned, they know better what they want in a school. They also know better where they are in their lives and which locations/cities in the world will help them achieve their life goals. Knowing better which international schools to consider in a job search is beneficial not only to the school but also to the candidates themselves. SISTs are decisive and make the right decisions for themselves, even if the decisions are tough ones to make. Making the right choice equals a happier life living abroad.

4. Honesty

When job searching, seasoned international school teachers tell the truth about their current life situation and their previous teaching experience. Schools need to know as much as they can about the candidate before they decide to hire them. Likewise, veteran teachers seek out as much as they can about the school. The goal is always to find the best fit. The school wants the best fit for their vacancy and school, and international school teachers want the best fit for their life and career. They are honest with themselves and follow their instincts. Even if a new job opportunity is in their dream country and city to live in, if it is not a good fit, the SISTs will choose to decline if offered a contract.

5. Adaptable

Moving around and getting the chance to live in a foreign country is truly exciting for an international school teacher. In one country, you are riding your bike to work, in another country, you might be taking the school bus. SISTs can more easily adapt to these changes in routine in their new location. When they first arrive, it is an exciting time to learn all the ins and outs of your new host country. The culture will have some things that SISTs are used to, but the culture is definitely going to have things that are new to them…and not all these new things will be easy to handle. When SISTs encounter these culture shock moments, they know better how to respond and react. They are not immune to culture shock, but they know better how to deal with it.

6. Curious

After teaching in a number of countries, SISTs stay curious about everything that surrounds them. They take time to learn as much as they can about the local language. They also seek restaurants where they can try new types of food, even food that they wouldn’t normally eat in their previous countries. SISTs know that the best way to get to know the locals is to get out and make some local friends. They ask these new friends a multitude of questions to gather as much information about this foreign culture. It is easy to start making assumptions about a whole culture after talking with one or two of the locals, but SISTs know better and continue their curiosity about certain topic areas as the months/years progress in their new location.

7. Independence

Well, you will indeed be on your own when you move abroad. As much as your new school and your new school friends help you, much of the time spent will be on your own. It is pretty daunting knowing that when you leave your new home, there is a super foreign world awaiting you. SISTs, though, love that feeling and go out to explore every day that they get. They will walk to a new area of the city on their own. They also don’t shy away from interacting with the locals (at the nearby market, for example); starting to make new connections in the community (even if they don’t know the local language that well). SISTs don’t necessarily need the help of another person when they venture out to start up a bank account, call the phone company to get internet installed in their apartment, or go to the local police department to register themselves. SISTs know that they need to have some alone time as well. They are comfortable having a night on their own, either at a restaurant down the street or at their own apartment, to watch a movie.

8. Resilience

Things can get rough at times when teaching abroad. Your new school can give you many headaches. The new administration you need to work with, or the new teachers you need to collaborate with, can, at times, not be the most ideal situation. Your new city can also bring you down some days. Not knowing how much things really cost and stupidly spending your money is not fun. Having a negative interaction with a local on the street is also tough to handle. The more you live abroad, though, the more you can easily understand and cope with these troubling experiences. SISTs know it is not always going to be perfect in their new city and at their new school. They have been at several international schools in similar situations already and can bounce back faster.

9. Persistence

Getting the job of your dreams doesn’t happen straight away for most people. Securing a job at a top international school is a difficult one, even for SISTs. SISTs know that it is all about luck and timing. They also know that they must be persistent to get the job of their dreams. If it doesn’t work out in one year, then you try again next year. SISTs know that things change every year. One year, the school is not able to hire people with certain passports, the next year they can. Being persistent is what helps SISTs be seasoned. Having this character trait also helps their new school. SISTs might try and help guide a new direction for the school with little success (maybe that was one of the reasons they were hired). Even if the school staff doesn’t respond well to this new change, they don’t give up easily. SISTs know better how international schools function and can stay focused on their target. They have the skills to keep on doing their thing even if others are slowing them down.

10. Happy-go-lucky

SISTs gotta have this trait because you never truly know what to expect when working in a foreign country at an international school. They don’t let little things get them down. Of course, there are going to be bumps in the road. But if you spend all your time stressing out about everything, then you are going to miss out on many things. SISTs strive to be happy-go-lucky when these bumps occur. They can see better the bigger picture and can focus more on the positives (like their really high salary, the yummy restaurant down the street, their own family, their next vacation, etc.). Also, no one likes to hang around stressed-out and negative people that much!

This top 10 list was submitted to us by a guest author and International School Community member. All guest authors to our blog get up to one year of free premium membership to our website. Email us if you are interested in becoming one of the next guest authors on our blog.

How Much Curriculum Development Work are You Expected to Do? (Part 3)

When you work in a public school district in your home country, it is typically unlikely that you will also have to spend time specifically working on curriculum development. Unless I suppose you are getting paid extra to do so. Usually, curriculum development is handled at the district office.

But at international schools, it is very commonplace to also have this task added to a teacher’s annual workload. Especially at small international schools with fewer teachers, the odds are quite high that you will spend a number of hours doing curriculum development.

Who can remember how this work was done 20 years ago? But, of course, now it is all done online. A popular choice amongst international schools is now Toddle (in the past it was Rubicon Atlas). Though this service has a lot of good features and is “easy to use”, it is not always so popular and user-friendly for teachers.

Many international schools require teachers to plan their lessons every day and then also update their units on whatever the school uses for their written curriculum. It can be a lot of work! Each international school needs to think about what is the right balance for the teachers and who is responsible exactly for the updating of their writing curriculum.

Luckily, International School Community has a comment topic on our school profile pages related to this topic of curriculum development, so you can stay as informed as possible. It is called: “How much curriculum development work are you expected to do? (Atlas Rubicon, Toddle etc.)“

Our veteran international school teachers have submitted a total of 446 comments (December 2025) on this comment topic. Here are a few that have been submitted:

“Curriculum development happens once or twice every 5 years. This review cycle is a new tool, and still being implemented. Everything should be uploaded and populated to Toddle. Even though, as a school we are still trying to figure out how to make Toddle a friendlier LMS…” – American International School of Bucharest (Bucharest, Romania) – 117 Comments

“You report the outline of each class in Pronote (a French school management system).
This is also used for communication with parents, behaviour and reporting. Many parents do not really engage with it though…” – Lycee Francais de Shanghai (Shanghai, China) – 82 Comments

“TKS3 have moved from the IMYC to Cambridge Lower Secondary.
Unit planners have also been introduced, and a target for this year is to to have them in all subjects for all years in Secondary. Time is being given to work on them during the year…” – Colegio Gran Bretana (Bogota, Colombia) – 232 Comments

“This is depending on you and your Grade level or department. I was excited that this school allows you much freedom to develop different curriculum. My department had units in place for all grades that I could have followed. But my colleagues were excited and assisted in changing and updating many if any of us had ideas or passions around changing some. VERY dependent on grade and department…” – Hangzhou International School (Hangzhou, China) – 78 Comments

“We are responsible for developing all of our own curriculum. Although this sounds daunting, we have a curriculum specialist who provides guidance on effectively developing and implementing our teaching plans. Additionally, collaboration within our department allows us to update and tailor our curriculum to suit our teaching styles best and meet the needs of our students. I recently had to create my curriculum from scratch since the previous teacher left nothing on our platform. While establishing a new curriculum, I anticipate adjusting next year due to changes in the departments I co-teach with. These changes will necessitate that my curriculum aligns with the evolving needs of these departments. I’ve paused further curriculum development until I better understand the specific requirements for the next academic year. At that point, I’ll refine my curriculum with the support available to me…” – Tsinghua International School (Beijing) (Beijing, China) – 271 Comments

“Toddle is our app of choice. Most work is done by the Team Leader or other mid management members. Teachers are expected to post student work, assign homework, communicate with students/parents, post reflection and evidence routinely…” – Kuwait Bilingual School 2 (Al-Jahra City, Kuwait) – 40 Comments

How is the curricular work at your international school? Submit a comment on your school today!

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Categories

11 International Schools Close to Nature (Part 3): Teaching Abroad Without Giving Up Green Space

Lesson #1 at International School Hiring Fairs: Why Bad Interviews Are Actually a Good Thing

Signs that a bad interview may be taking place at an international school recruitment fair

Top 10 Character Traits of a Seasoned International School Teacher

How Much Curriculum Development Work are You Expected to Do? (Part 3)

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