Assessing Global Perspectives on the IB Curriculum: A Qualitative Study of International Teachers

Abstract

This study examines global perspectives on the International Baccalaureate (IB) curriculum by analyzing qualitative data gathered from 47 international IB teachers across various countries and educational contexts. Through semi-structured interviews conducted via online platforms and analyzed using NVivo, the research investigates how teachers perceive the adaptability, effectiveness, and challenges of implementing the IB framework. Key themes that emerged include curriculum adaptability, assessment challenges, intercultural sensitivity, inquiry-based learning, and student engagement. The findings reveal a complex interplay between global standards and local needs, emphasizing that while the IB promotes critical thinking and global citizenship, its rigid assessment criteria and lack of region-specific support can hinder effective implementation. Teachers who reported higher autonomy and access to localized professional development exhibited more confidence in adapting curriculum content to suit their students’ cultural and academic needs. The study concludes that for the IB curriculum to fulfill its global mission, it must balance standardization with flexibility, empower educators through tailored support, and align assessments with its pedagogical philosophy. These insights contribute to a deeper understanding of IB delivery in diverse settings and offer practical recommendations for enhancing the effectiveness and inclusivity of the IB curriculum on a global scale.