Why us?


Our students achieve high results in an academic environment that maintains a growth mindset and have the opportunity to realize their potential. We believe that the students’ achievements are not always related to their innate talents, but to their diligence, motivation, expectations and the right direction set for them.  

A supportive and equitable learning environment in which students, parents, and teachers collaborate allows us to set goals for our students, encourage them to achieve these goals, and enjoy their results together.

Such a learning environment increases students’ motivation, encourages them to work and develop together.

Even though we are not a selective school where admits only gifted students, our approach and teaching philosophy ensure that each student maximizes his or her academic potential.


Taking into account our vision and mission, global trends, the learning needs of our students, and the geopolitics of Azerbaijan, various improvements have been applied to the national and well-known international educational programs that form the basis of our educational model, making it unique.

The Educational Model of the XXI Century International Education and Innovation Centre

A happy and successful individual

The purpose of our educational model is to raise individuals who have mastered the characteristics of a student/graduate profile, discovered their interests and competencies, realized their full potential, and achieved success and happiness throughout their lives.

Student profile

The Centre aims to ensure that our students and graduates have the qualities and characteristics shown in the student profile and all our activities geared toward raising students under this profile.  


They nurture their curiosity, developing skills for inquiry and research. They know how to learn independently and with others. They learn with enthusiasm and sustain their love of learning throughout life.


They use critical and creative thinking skills to analyze and take responsible action on complex problems. They exercise initiative in making reasoned, ethical decisions.


They express themselves con-fidently and creatively in more than one language and many ways. They collaborate effectively, listening carefully to the perspectives of other individuals and groups.


They take responsibility for their learning, set goals, and do not compromise on academic integrity. They act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. They engage with issues and ideas that have local and global significance. They understand how their actions affect other people and the environment, and know that they are responsible for their consequences.


They critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They seek and evaluate a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect. They have a commitment to service, and act to make a positive difference in the lives of others and the world around them.


They approach uncertainty with forethought and determination, they work independently and cooperatively to explore new ideas and innovative strategies. They are resourceful and resilient in the face of challenges and change.


They thoughtfully consider the world and their own ideas and experience. They work to understand their strengths and limitations to support their learning and personal development.


They disagree with the status quo and take the necessary steps to solve problems by exploring numerous ways.They act with an entrepreneurial mindset and strive for continuous improvement of processes and products.


They make effective use of ICT in the creation, storage, retrieval, processing and transmission of data. They are aware of digital commerce and communication opportunities and can protect themselves and others from possible harm by taking into account potential threats when using them. They follow safety rules when using ICT, consider factors that may affect health, rules of etiquette, rights, and responsibilities.


The educational model is based on the following curricula:

“Kipinä” Curriculum (3 languages, nursery and preschool education for children aged 3-5) developed based on the Finland National ECE (Early Childhood Education - Preschool Education) CurriculumNational Curriculum (Azerbaijani and Russian streams, primary, secondary and high education)Cambridge International Curriculum (English stream, primary, lower secondary, upper secondary, and advanced (AS & A Level) education for children aged 5-19 and (Cambridge Assessment International Education)

Learn more: Go to the Curriculum section

Modern languages

The special education model includes the teaching of the following languages, depending on the stream and language of instruction: 

  • Azerbaijani
  • English
  • Russian
  • German
  • Spanish
  • French

The number of hours allocated for teaching of these languages, curriculum, teaching strategies, and content differ from the curriculum and regulated by the Centre’s Language Policy.


The Centre’s educational model includes the “Holistic Development Programme,” which allows students to discover their talents, expand their interests and develop their skills in various fields.

It is not just an independent extracurricular activity, but a special programme that is integrated into the special education model, and aims to identify and improve students’ skills and track their progress with an “Individual Student Profile” and “Individual Achievement Goals”.

Although participation in the “Holistic Development Programme” is voluntary, students are constantly guided and supported by educators and psychologists who closely monitor their progress.

Holistic development programmes:

Music and art

  1. Drama and acting
  2. Photography and photo editing
  3. Piano
  4. Choir
  5. Musical theatre
  6. Tar
  7. Guitar
  8. Painting
  9. Design
  10. Dance 


  1. Chess
  2. Football
  3. Basketball
  4. Table tennis


  1. Marketing and branding
  2. Basics of business
  3. Entrepreneurship
  4. Financial literacy
  5. Presentation skills and public speaking
  6. Leadership


  1. Coding
  2. Robotics
  3. Experiments for chemistry and natural sciences
  4. Modelling
  5. Creative technology and engineering


  1. Culinary
  2. Weaving etc.

Holistic development programmes also include the following activities:

  1. School and out-of-school activities
  2. Field trips
  3. Summer schools
  4. Career days
  5. University visits
  6. Industrial visits

Motivation, Support and guidance

Researches show that students’ ability to realize their potential does not depend solely on the formal learning opportunities. Their internal motivation, psychological state, and timely guidance are crucial factors for successful results.

Therefore, the XXI Century International Education and Innovation Centre has accepted student motivation, support, and guidance as an integral part of the special education model at all levels of education.

The following services are available in this regard:

  1. “Student support groups” (group of educators and psychologists)
  2. “Student coaching service”
  3. Psychological services
  4. University and career counselling services
  5. Special seminars to motivate students

Additional specialization and qualifications       

The Centre’s special education model includes additional specialization, certificate, and qualification programs for our students to specialize and qualify in connection with their future university, and profession choices from school age. In these programs, students can develop the following skills and have the opportunity to receive special training in relevant qualifications:                                                              

  1. Participation in special courses on leadership, entrepreneurship, basic business knowledge, etc.
  2. CEFR (Cambridge exams), SAT, IELTS, A/AS Level Certificates
  3. London College of Music (LCM) Certificate Programme


Through the student-centred teaching philosophy, small class size, and tools such as the “Individual Student Profile”™ and “Individual Achievement Goals”™ in the Centre, we provide an individual approach to students at all stages of education and enable them to reach their full potential.

Small class size

The average number of children in classes is 12-14. This amount is limited to a maximum of 18 students. It increases the quality of the lesson and sets favourable conditions for children in terms of individual approach

Specialized education for individual skills

Each child has different physical, emotional, social and intellectual potential. Our educational philosophy offers students the opportunity to discover their skills and abilities from the first years of education.

We, therefore, take an individual approach to each student’s education and personal development and help students reach their full potential.

To this end, the “Individual Student Profile”™ is developed by identifying the individual interests and learning characteristics of all students admitted to the Centre and is regularly updated and reviewed with parents during each academic year.                             

Tracking of individual progress and additional support service according to needs        

Based on the diagnostic assessment conducted at the beginning of the academic year in all major subjects, “Individual Achievement Goals”™ are identified and announced to parents/students individually.  

Students’ progress is tracked through “Individual Achievement Goals” during the year. If there is a need for further learning, this is discussed with their parents, and the Additional Support Programme is developed. The Additional Support Programme is implemented individually or in groups during or after class.


The Centre’s facilities, teaching and technical equipment and additional support services enable the students' physical, social, emotional and mental development to be ensured during the teaching process. The Centre’s campus includes three independent educational building and a gallery.

The infrastructure of the Centre includes:

  1. Building I, with secondary and high school with a total area of about 3,000 m2
  2. Building II, with primary grades and streams operating on International Programs, with a total area of about 5,500 m2
  3. Preschool building with a total area of about 900 m2 where nursery and preschool education groups operate
  4. Gallery building with a total area of about 150 m2, used to host various exhibitions and events
  5. Swimming pool (length of 18 m, depth of 1.7 m)
  6. Imaginarium (inside the preschool education building)
  7. Assembly hall (200 people)
  8. Dining halls (two dining halls of about 550 m2)
  9. Indoor gym (about 150 m2)
  10. Medical room
  11. STEAM centre (includes computers, chemistry, physics and biology laboratories, robotics, art and music rooms)
  12. schoolyard
  13. outdoor play area


Additional services:

  1. Psychological support service (three professional psychologists and educators)
  2. Medical service (one full-time paediatrician, two nurses)
  3. Security service (7/24 security system)
  4. Catering service (providing hot meals three times a day)