Perceptions of the International Baccalaureate Curriculum among Educators Worldwide: A Thematic Study

Abstract

This research explores international educators’ perceptions of the Cambridge International Curriculum through a qualitative investigation involving 52 teachers from secondary schools in Singapore, South Africa, Brazil, and Finland. Data were collected through virtual interviews and analyzed thematically using Atlas.ti to uncover educators’ insights on curriculum flexibility, assessment alignment, and classroom applicability. The study identifies five recurring dimensions, contextual adaptability, evaluation consistency, cross-cultural awareness, inquiry-driven pedagogy, and learner motivation. Results indicate that while the Cambridge framework encourages analytical thinking and intercultural competence, its standardized assessment design often conflicts with local pedagogical traditions and resource limitations. Participants who benefited from institutional autonomy and region-specific training demonstrated greater confidence in customizing teaching approaches and integrating local perspectives into the curriculum. The findings suggest that achieving true global relevance requires a balanced approach that combines uniform academic standards with sensitivity to cultural and educational diversity. This study contributes to a nuanced understanding of how international curricula operate across varied national contexts and offers actionable recommendations for enhancing teacher agency and curriculum inclusivity worldwide.