Incorporating international best practices into the Brazilian educational context requires more than simply replicating successful models. It calls for reflection and a critical adaptation of these experiences, while respecting national guidelines and the reality of schools in the country.

In this context, the main distinguishing feature of the British model lies in its emphasis on teachers as professionals engaged in continuous professional development and in the creation of a school culture centered on learning, collaboration, and the critical use of technology.

According to Arthur Galamba, a professor at King’s College London, the British education model differs significantly from the Brazilian system, particularly with regard to teacher training, the organization of teaching careers, and the curriculum structure.

“What stands out most is the model for initial teacher training. In England, the 3+1 format predominates, in which the future teacher first earns a bachelor’s degree in their field of expertise and then completes an intensive professional training program. In Brazil, training takes place simultaneously, with pedagogical and subject-specific content spread throughout the bachelor’s degree program,” says Galamba.

With that in mind, the educator and advisor to Bett Brasil highlights the key management models, teaching practices, and emerging technologies observed during the Bett UK Delegation—organized by Bett Brasil—in London, which could be adapted for Brazil. Check it out:

• School Administration

In the field of school administration, the potential lies in creating intermediate pedagogical leadership structures that can strengthen collaboration among teachers and promote professional development within the school itself.

“The existence of roles specifically focused on monitoring learning, inclusion, and pedagogical support contributes to a management approach that is more closely aligned with the educational process,” Galamba reflects.

Professor Arthur Galamba reflects on the British educational model. Photo: Courtesy of the source.

• Teaching Practices

With regard to teaching practices, the English curriculum incorporates principles that make a significant contribution. The organization of teaching activities around big ideas—which are revisited over time with progressively increasing levels of complexity—and the emphasis on assessment for learning not only have an impact on teachers’ lives but also contribute to more effective pedagogical interventions.

The British system also follows what are known as “Key Stages”—educational stages guided by the principles of progression and continuity, inspired by the spiral curriculum, in which students advance by age, and it is up to the school to identify difficulties and provide educational support whenever necessary.

• Technology

When it comes to emerging technologies, Galamba believes that the greatest potential lies in supporting teachers’ work. “Collaborative digital environments can help document learning, build portfolios, and track students’ progress over time. In addition, artificial intelligence can be incorporated in a critical and responsible manner as a tool to support lesson planning, differentiated instruction, and the analysis of student progress, thereby reducing teachers’ administrative workload and increasing the time dedicated to teaching,” he says.

Generative artificial intelligence has been implemented gradually and cautiously in the United Kingdom. Teachers, administrators, universities, and the government itself recognize that they are in the process of learning how to incorporate this tool into education, understanding how and why to use it in the classroom. The goal is not for it to take control of the relationship between people and technology, but rather for it to serve as a support mechanism to streamline, review, and enhance human work, while keeping the student’s active role and thinking at the center of the entire process.

For Claudia Valério, General Director of Bett Brasil, who was part of the Bett UK delegation that visited leading British schools and universities, artificial intelligence remains one of the central themes: “Even when approached in a balanced way, AI continues to engage in dialogue with human intelligence. This is a very positive sign of the debate’s maturity: it’s not just about adopting the technology, but about understanding how it can enhance the role of the educator, the student, and learning as a whole. To me, this is a clear indication that we are moving in the right direction.”

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