Abstract:

This study examines a growing type of families who self-identify as being “Worldschoolers.” The general understanding of this term that evolved out of the homeschooling/unschooling movement is that worldschooling involves the intentional act of viewing the entire world as one’s classroom. Some Worldschoolers also co-identify as expatriates, Third Culture Kids or even global nomads as the term encompasses multiple views not only as to how families and their children learn from the world but how they live and work. It is a concept of living and learning that seems to be growing rapidly, fueled by the ability of parents to earn a living via remote work.

The data for this study were obtained via an online survey sent out in multiple Facebook groups all targeted to those who self-identify as Worldschoolers. A sample of 147 parents (97% female/mothers) responded from more than 23 different countries (all continents except Antarctica were represented). Data were analyzed via SPSS and SurveyMonkey.

The first research question in this study asked how do parents who self-identify as Worldschoolers describe what the term means to them. Parents consistently identified the descriptors: Travel, Freedom, Culture, Learning, Experience, and Adventure when asked for one-word terms to capture what Worldschooling meant to them. These values are also captured in the longer, qualitative description respondents provided from which the two primary themes that emerged were Experiential Learning activities and a strong belief in Cultural Immersion.

The second research question examined the family demographics of those identifying as Worldschoolers. The bulk of the respondents for this survey are married women. They are relatively wealthy and well educated with almost three-quarters of the sample stating they have a bachelors or graduate degree and 68% of the sample falling into the middle to upper-middle socioeconomic status by US standards (Pew Research Center, 2019). The sample does share a high level of ability to speak more than one language with 7.5% having 4 or more languages spoken and only 31% being monolingual. Just over half of the respondents (52%) reported their children were monolingual but 10 (6.78%) had children who spoke four or more languages. The sample reported that following the birth of their first child they have travelled often with the largest percentage (36%) stating 0-5 international countries visited, 17% visiting over 16 different countries, and 5 families having been to 30 or more countries.

The final question of the study was how do parents who self-identity as Worldschoolers describe their educational choices for their children? More than two thirds of the sample identified themselves in the homeschooling (38%) or unschooling realm (29%) with only about one quarter currently using private or government formal schools. Of the sample, 10 families (6.85%) are using international public or private schools which many informally share is a way to help their children develop a second language rather than the family’s push for academics.

This concept of Worldschooling is not necessarily a new one as families have a long history of emigration or moving to other countries. But it is a new term and social-movement and is a growing phenomenon that has roots in the alternative/counter-culture approach to education and yet with the advent of digital learning and careers, is becoming more mainstream.

Keywords:

Worldschool, unschool, homeschool, third culture kids, digital nomads.