Integrating TOK, CAS, and EE: A Holistic Framework for Transformative Learning in the IB Diploma Programme

Abstract

This study explores the integration of the three core components of the International Baccalaureate (IB) Diploma Programme—Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay (EE)—through a qualitative analysis of secondary data, including official IB guides, implementation handbooks, and documented case studies. The research aimed to understand how these components function collectively to promote holistic education, align with the IB Learner Profile, and support academic and personal development. Using thematic analysis, six key phases were followed: familiarization, initial coding, theme development, reviewing, defining, and synthesis. Five central themes emerged: Integrated Pedagogy, Reflective Growth, Rigorous Inquiry, Learner Identity Alignment, and Real-World Connected Learning. These themes reveal how the core elements are not isolated but interdependent, enhancing inquiry-based learning, ethical reasoning, self-awareness, and global citizenship. Findings indicate that successful integration of the core requires collaborative planning, consistent reflection practices, professional development, and alignment with the IB mission. The study highlights both the transformative potential of core integration and the implementation challenges due to contextual variability. Recommendations include investing in educator training, improving resource equity, and developing stronger interdisciplinary frameworks. While limited by its reliance on secondary sources, the study provides valuable insights and a foundation for future research focused on student outcomes and cross-cultural implementation.