In July, Ray Education Group's "International Schools" project was named to the Top 25 shortlist in the Majors Category of the 2026 Global EdTech Prize, organized by T4 Education — the only Chinese education group to make the list in this category, alongside global names like Kahoot!, Duolingo, and Faria Education Group. The recognition affirms Ray's work in AI-enhanced teaching, teacher development, school governance, and cross-border education, while also lending external credibility to the launch of Adcote Global Campus 2.0.

On August 2026, Ray Education Group announced the official launch of "World Classroom, Peer Companions: Adcote Global Campus 2.0". Starting with a century-old British Private school, Ray has since established campuses in Shanghai, Suzhou, Kuala Lumpur, Jinhua, and Wuhan, completing the footprint of a global network.

The true meaning of Global Campus 2.0 goes beyond expanding our global footprint. It is about building an open and connected learning community through shared curricula, teaching resources, cross-campus learning, and alumni engagement—truly achieving 

“Enroll at One School, Empowered by Global Campus.” And with AI reshaping the fundamentals of education and families demanding higher quality , Global Campus 2.0 will use a unified

AI-powered learning platform to connect resources across campuses and turn them into real learning opportunities for every student. By integrating global campus resources and offering more diverse learning experiences, Ray Education aims to create a borderless learning environment where students can learn, connect, and grow across cultures, becoming confident, responsible, and capable global citizens.

Global Campus 2.0: Six Core Pillars Supporting the Student Growth

In March 2026, CEO of Ray Education Group - James Hu launched at the group's 15th anniversary celebration that Adcote Global Campus was officially entering its 2.0 era. Nearly six months later, that vision took a concrete step forward here.

If 1.0 was about "building campuses and connecting the dots," then 2.0 is about "building systems and weaving the network." Through a dual-headquarters model in Shanghai and Singapore, the group aims to enable the efficient flow of curriculum development, teacher training, credit transfer, and student exchanges, breaking down information silos and resource barriers between campuses, turning the challenge of cross-border operations into an educational advantage.

From the acquisition of Adcote School UK in 2018, to the official introduction of the "Global Campus" concept in 2020, and the first cohort of "Global Campus Junior Class" students starting cross-campus learning in 2021, the vision has grown increasingly clear. Now, Version 2.0 builds a comprehensive innovation system around six core pillars: Cross Culture Study Experience, REA Portal Study Hub, “STEMBAI”PBL Course, Leadership Curriculum, Adcote Alumini Network, Adcote Career Platform.

***Global Campus Core Value:

“Let the world be your classroom” – Breaking boundaries to build a borderless global campus. Leveraging a global campus network spanning East Asia, Southeast Asia, the Middle East, and Europe, campuses with diverse cultural backgrounds become living classrooms for students. This means the “classroom” is no longer confined to a physical space; through the Ray Education Global Campus network, educational resources flow without borders, truly realizing the vision that “in the past, the school was the child’s world; now, the world is the child’s school.”

“Let your peers be your companions” – Weaving a global alumni network and a community of shared future. We redefine relationships, enabling classmates scattered across the globe to become not only close friends on their growth journey but also partners who will collaborate and create together on the global stage in the future. This relationship transcends campus friendship, evolving into a synergistic development grounded in shared cultural identity and international vision, aimed at cultivating “global citizens who can freely navigate the world.”

This core value is not only the educational philosophy of Ray Education Group but also an action blueprint for its practice across the global educational landscape. By operating schools worldwide, Ray Education broadens students' perspectives from their home country to the world, redefining international education from a broader vantage point.

World Classroom: From Global Exploration to Global Sharing

Adcote School Suzhou offers courses in Chinese intangible cultural heritage and equestrianism; Adcote School Shanghai features "Shanghai-style Culture&Contemporary China"; Adcote School UK focuses on British literature, music, and drama; Adcote Matrix International School delivers a "Asia-Europe Bridge" multicultural curriculum; and Adcote School Zhezhong runs a specialized business and innovation program. By studying across different campuses, students build understanding and respect for a diverse world through real cultural experiences.

Powered by the REA global resource platform, the hub brings together top teachers and quality courses from all campuses. Students can select courses across campuses and year levels, earn credits, and tailor their learning paths. Subjects cover cultural industries, world languages, leadership, creative expression, STEM-humanities integration, AI literacy, career exploration, and critical thinking. They can also join global interest clubs online and interact with peers from other campuses.

In partnership with global AI leaders such as Unitree Robotics, DeepRobotics, and Brainco, the program offers hands-on PBL deep-learning courses. Together with DFROBOT, a global edtech company, Adcote has established AI labs and innovation centers, offering the "STEMBAI" interdisciplinary curriculum, which includes drone labs, embodied AI workshops, AI development zones, arts-integrated maker spaces, and Meta-AI University. Every student is equipped with personal smart learning devices and guided through the complete inquiry cycle: ask questions, design solutions, experiment, and reflect.

In partnership with the UN's Holistic Education Growth Program (HEGP), the program offers project-based learning centered on the UN Sustainable Development Goals (SDGs). Students tackle global issues, develop leadership and practical skills, and earn UN certificates upon successful project registration and completion.

Peer Companions: From Classmates to Global Companies

In 2026, Adcote will establish overseas alumni chapters in the UK, Southeast Asia, the US East and West Coasts, and Australia, providing ongoing support for academic development, overseas living, and internships. Through self-nomination, profile matching, and project matching, the network also facilitates regular connections between current students and alumni.

Starting with Career Day, the program promotes the development of off-campus internship bases. Together with parent and alumni resources and leading industry partners, Adcote will launch an online employment information platform to connect graduates with quality job and internship opportunities.

Global Campus 2.0 Signature Programs: Learning through movement

The 3.5/4.5/5-year Global Joint Programs allow students, with a single admissions report, to transfer freely among three flagship schools—Adcote School UK, Adcote School Shanghai, and Adcote Matrix International School. The curriculum covers IGCSE, A Level, and IBDP, with locally adapted content, global general education, and credit courses aligned to each stage.

Taking advantage of exam windows and varying school holidays across countries, Adcote offers short-term cross-campus programs. Students can join 3-to-4-week term-embedded exchange programs or 2-week winter/summer study tours.

Adcote School UK Summer School combines academic English, debate, public speaking, and Model UN, while the winter exchange pairs students with UK buddies for full classroom and daily-life immersion.

Adcote Matrix International School focuses on English improvement through small-group teaching and extracurricular activities.

Adcote School Shanghai STEMBAI Summer Camp offers hands-on experiences in drones, embodied AI, and other cutting-edge tech.

Adcote School Suzhou Equestrian+MUN Summer Camp develops bilingual critical thinking and global perspectives.

To advance the full implementation of Global Campus 2.0, Ms. Kathleen Zhang, former Principal of Adcote School Shanghai, will focus more on global educational resource coordination and global campus development in the coming period. She will serve as Co-Principal of Adcote School UK and Director of the Group's Global Campus Project Office, continuing to drive the rollout and growth of Global Campus 2.0.

Kathleen believes that in the age of AI, when knowledge is almost instantly accessible through artificial intelligence, the focus of educational competition is shifting. What future societies truly need are no longer just people who know the answers, but those who can ask questions, integrate knowledge, test hypotheses, and solve complex problems.

She also believes that Global Campus 2.0 is not about replicating the same curriculum across different locations. Instead, it is about turning the strengths of each global campus into shared resources for all students. Students will no longer enter just one school—they will enter a global education network that spans countries, cultures, and learning environments. Ultimately, this will enable them to understand the world, engage with it, and gain the ability to participate in and shape it.

As Principal of Adcote School UK, Nicola Tribe has always emphasised that education should not be confined by walls. She firmly believes that the value of a century-old school lies not in preserving its own traditions, but in making its experience accessible to more people. This very belief has made her one of the driving forces behind Global Campus 2.0. She not only opens up the teaching resources and pastoral care system of the UK campus, but also actively encourages UK teachers and students to visit other campuses, making "mobility" a two-way norm.

Nicola believes that the most valuable part of Global Campus 2.0 is enabling students to learn through genuine cross-cultural encounters. Every student starts by seeing only the small circle around them, but when they have the chance to encounter new languages and new ideas across the globe, they suddenly discover that the world is far bigger than they imagined—this cognitive breakthrough is something a single campus cannot provide on its own.

Underpinning this kind of learning is a system of shared campus resources. The UK's strengths in pastoral care, safeguarding, and developing independent learners can complement and enhance other campuses' advantages in academic rigour and operational efficiency. She candidly points out that what schools should most help students build are the transferable skills that AI cannot replace—the courage to ask questions, the patience to listen to different perspectives, the resilience to find solutions amid disagreement, and open-minded creativity. That is precisely where the opportunity of Global Campus 2.0 lies.

John Ong, Chief Academic Officer of Ray Education Group and General Principal of Adcote School Malaysia, comes from Singapore and has in-depth knowledge of major international curricula such as A-Level, IGCSE, and IBDP. He has previously participated in quality assurance work for the Singapore Ministry of Education's Schools Division, gaining extensive experience in evaluating and consulting for a variety of schools. This background gives him a clear perspective on quality control and curriculum consistency across borders—a core challenge that Global Campus 2.0 needs to address in its multi-campus collaboration.

In John's view, the unique value of the Malaysia campus lies first in its naturally multicultural environment. The school brings together students from China, Korea, Japan, and soon Indonesia, Vietnam, and beyond. This everyday cross-cultural interaction cultivates a genuine global perspective far more effectively than a single-culture campus can. Global Campus 2.0 provides a more practical vehicle for this kind of development—its global joint programme allows students to choose courses across campuses, experiencing the academic traditions of the UK, the STEM and innovation resources of China, and the multicultural fusion of Malaysia, while also equipping them with the knowledge and skills they need in the AI era.

On the practical implementation of cross-campus exchange, he cites the example of over 40 Malaysian students visiting China last year. He points out that future exchanges are evolving from "one- or two-week visits" to sustained, project-based collaboration across school years, as well as learning that takes place in different campuses by subject modules.

"World Classroom, Peer Companions" points to a learning community that connects young people from around the world. Its vitality lies in whether every individual can be continuously connected and energised.

When a UK teacher's pedagogical experience is adapted by a Malaysian colleague through an online platform and turned into new classroom practice; when a student from China completes a cross-cultural project collaboration at the Malaysia campus; when an alumnus opens up an internship opportunity for current students through a global employment platform—everyone in this network both gains access to resources and becomes a resource for others. The ongoing empowerment of Global Campus 2.0 is precisely about making this two-way flow a daily reality, so that both teachers and students can find their point of entry and contribute their unique value to this community.