The following studies address a range of research topics related to IB programmes. These studies support the review and development of programme curricula, aim to improve the effectiveness of learning and teaching, and provide evidence-based strategies for students, teachers and schools.
Development of a transcript to record learner creativity and curiosity (2022)
Funded with generous support by the Jacobs Foundation, the ultimate goal of this project was to develop transcripts to track learner progress in the domains of creativity and curiosity.
Developing a teachers’ assessment literacy and design competence framework (2021)
The aim of this study was to develop a research-based assessment literacy and design competence framework that could support the development of assessment literacy among teachers in International Baccalaureate (IB) World Schools.
Interdisciplinary learning in the International Baccalaureate (2021)
This study presents a set of promising practices for primary and secondary interdisciplinary learning and explores how these practices compare to current curriculum approaches in the four International Baccalaureate (IB) programmes.
Metacognitive skills in IB curricula (2021)
Inflexion conducted a comparative scan and curriculum audit to investigate how metacognitive skills are addressed and supported within and across International Baccalaureate (IB) programmes.
Audit of the IB approaches to teaching (2021)
This study offers a critical and in-depth examination of the International Baccalaureate (IB) approaches to teaching (ATT)—six pedagogical principles which underpin all IB teaching and learning.
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Fostering computational thinking and design thinking in the PYP, MYP and DP (2020)
Design thinking (DT) and computational thinking (CT) have been recognized by many as being critical 21st-century competencies needed for students’ long-term educational and career success. This study examines DT and CT within the context of IB programmes.
The relationship between teaching, learning and digital assessment (2020)
This study focuses on the evolution of digital technologies, particularly in the realm of assessment, and discusses how the International Baccalaureate (IB) can move into the future in a way that best balances technological advances while staying true to the philosophy of the IB and its programmes.
Concept-based teaching and learning across IB programmes (2019)
The International Baccalaureate (IB) has been at the forefront of attempts to develop curricula integrating concept-based teaching and learning (CBTL). This study aimed to assess how consistent efforts to encourage CBTL have been.
Universal design for learning (UDL) and inclusive practices in IB World Schools (2016)
This exploratory study examined how IB educators implement inclusive practices and UDL in their classroom and school settings.
Social and emotional well-being in International Baccalaureate World Schools (2016)
This global study explored the social and emotional well-being of students (ages 3–19) in International Baccalaureate (IB) World Schools, and examined how well-being is manifested in the curriculum and enacted in school practices.
Developing and assessing thinking skills (2014)
This study aims to create a research-informed and coherent framework for teaching and assessing thinking and to evaluate IB programmes against this framework.
Developing and assessing students' collaboration in the IB programmes (2014)
This study describes interactions between teaching, learning and assessment practices involved with the collaborative process across K-12 settings, with additional attention given to practices involving technology and various cultural or linguistic contexts, including international studies and those involving students learning in a non-native language.
Investigating language policies in IB World Schools (2014)
This study investigated language policy development and implementation in eight International Baccalaureate (IB) World Schools to illuminate the exemplar practices, common struggles and contextual factors that play a role in language policy design and enactment.
What is effective schooling? A review of current thought and practice (2014)
The purpose of this research is to collect and synthesize information, including external expert opinion, policy documents and scholarly work, which discuss theories and practices related to school effectiveness.
21st Century international-mindedness: An exploratory study of its conceptualization and assessment (2013)
This study provides an account of the conceptualization of international-mindedness and existing assessment instruments and further works toward the development of an interpretation of international-mindedness that is relevant to current situations of 21st century education.
Conceptualizing and assessing international-mindedness (IM): An exploratory study (2013)
This exploratory study aims to document and reflect on a range of articulations of international-mindedness (IM), related constructs and the conceptualizations of these constructs through a document analysis and literature review.
Approaches to learning: Literature review (2012)
This literature review examines theories and practices related to learning approaches in the curriculum of various educational systems, how issues of culture and ageappropriateness are addressed and unpacked, and draws implications for the implementation and development of IB programmes.
International Baccalaureate learner profile: Literature review (2011)
This literature review discusses learning theories that underpin contemporary thinking on the characteristics and processes of young people’s learning, and determines how these theories relate to the learner profile attributes.
Curriculum alignment, articulation and the formative development of the learner: Literature review (2011)
This literature review examines various theoretical aspects of, practical approaches to and issues with curriculum articulation and alignment.