
Survey insights reveal that while Christian schools across Europe hold strong mission convictions, sustaining alignment in daily practice requires intentional leadership structures. This article explores key needs such as teacher formation, mission-informed decision making, and regular rhythms of strategic reflection.
At IELC 2026, school leaders from across Europe participated in a short survey designed to explore a simple but important question: How closely do our daily practices reflect the Christian mission we profess? The responses provided a valuable snapshot of the current reality in many European Christian schools. Several clear themes emerged that are worth continued reflection and demand that we work together to strengthen our schools and their impact across our region.
In loving memory - with deep gratitude and firm trust in his Lord and King, ACSI Europe remembers Bert Vogel, who went to be with the Lord after one year of illness on February 14, 2026.
In January 2026, leaders from across Europe gathered in Brussels for the General Assembly of the European Association for Christian Education (EACE). With 44 participants representing 20 countries, the meeting offered a rich space for reflection, strategy, and collaboration at a time when Christian education in Europe faces both growing pressures and new opportunities.
The Council of Europe’s framework, “Easy Steps to Help Learners Become Digital Citizens” (2023), defines three domains for development: Being Online, Well-Being Online, and Rights Online. But what does digital citizenship mean for Christian schools whose mission is grounded in Scripture rather than in secular definitions of the human person and society?
What is education for? For educators, there is perhaps no more important question than this one. Our answer defines what we believe our profession is about and frames the way we teach and how our students learn. For Christian educators, our understanding of the purpose of education needs to be framed by a Biblical worldview.
Survey insights reveal that while Christian schools across Europe hold strong mission convictions, sustaining alignment in daily practice requires intentional leadership structures. This article explores key needs such as teacher formation, mission-informed decision making, and regular rhythms of strategic reflection.