A man in Tokyo stood behind the counter of his small fish pie shop, greeting visitors with enthusiasm and pride.
He was 100 years old.
For students in Pine Crest School’s Social Entrepreneurship Program, the moment was striking because of what it represented. He was still working, still connected, still living with purpose.
Experiences like this are intentional. They reflect Pine Crest’s 2024 to 2029 Strategic Plan, which prioritizes globally connected learning that moves students beyond traditional classroom, disciplinary and geographic boundaries. The goal goes beyond exposure to other places and cultures; students learn how people, systems and ideas intersect, and they prepare to navigate an increasingly complex and interdependent world.
That vision comes to life through Pine Crest’s partnership with the London School of Economics (LSE) and Political Science and LSE Generate. Through this collaboration, students engage directly with complex global challenges, working with researchers, entrepreneurs and community leaders rather than studying issues at a distance.
“The future of education involves students who actively investigate the world,” said Dr. Lisa Ockerman, Vice President of Academic and Strategic Initiatives. “They slow down, ask better questions and learn to connect ideas in ways that spark deeper understanding.”
In February 2026, students traveled to Tokyo as part of a two-year research initiative on longevity and healthy aging. Working with LSE faculty, they explored one of the defining demographic questions of this century: how societies adapt as people live longer lives.
Japan offered a powerful case study. Students examined economic, social, technological and cultural dimensions of an aging population and met with researchers, policymakers and community leaders. Through ethnographic fieldwork and qualitative research, they explored issues such as workforce participation, social connection and community design.
They discovered that longevity extends far beyond healthcare. It functions as a complex societal challenge shaped by public policy, economics, technology and culture, revealing the value of interdisciplinary thinking.
A second seminar in Portugal used the same mindset. Students arrived without a predefined research question and immersed themselves in local communities. Through interviews, observation and systems mapping, they identified challenges related to tourism, transit, food systems and economic development. Their work centered on understanding experiences and perspectives before proposing solutions.
Together, these experiences express a deliberate educational model. In one setting, students investigate a clearly defined global issue. In another, they learn how to surface and frame challenges within a living system. Both pathways cultivate the habits of mind outlined in the strategic plan.
A consistent theme across this work is deep engagement with the core problem.
“Entrepreneurs must fall in love with the problem,” said Mrs. Keri Kolettis, Vice President of Global Innovation and Entrepreneurship. “When you focus on understanding human needs, you become better equipped to design solutions that truly matter.”
In Tokyo, that mindset became vivid during a visit to a living laboratory led by Dr. Hiroko Akiyama of the Stanford University Center for Longevity. There, residents in their 80s, 90s and beyond remain active through intentional community design that supports connection, independence and purpose. The 100-year-old shopkeeper belongs to a community built to sustain meaningful aging.
Students saw that complex challenges rarely yield to a single innovation or policy. Effective responses arise through interdisciplinary thinking, human-centered design and a deep appreciation for how systems interact.
These experiences align closely with Pine Crest’s Portrait of a Graduate, which highlights global-mindedness, resilience, curiosity and forward thinking. They also influence the broader curriculum, including courses in entrepreneurship, social impact, human-centered design, data analytics and emerging work in artificial intelligence and innovation.
Global learning at Pine Crest extends beyond travel across borders. It focuses on how students engage with the world. They listen before they form conclusions, investigate before they propose solutions and approach complexity with curiosity and humility.
Through this work, Pine Crest delivers on a central promise of its strategic plan: preparing students not only to understand an evolving world, but to contribute to it with thoughtfulness, insight, and a strong sense of purpose.