This paper reports on the perspectives and operational practices of teachers implementing interdisciplinary units in five International Baccalaureate schools in Norway and Denmark with fewer than 100 students in their Middle Years Programme. The results help explain why interdisciplinary practice in secondary schools is relatively rare. The…

The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB…

We compare epistemologies and aesthetics in the International Baccalaureate Diploma Programme and the Australian New South Wales Stage 6 Visual Arts Syllabus, focusing on curriculum content, pedagogical praxis, and assessment strategies. Both curricula feature making, reflexivity, and critique. International Baccalaureate components are…

The objective of our study was to understand learners' experiences in an LMOOC (Language Massive Open Online Course) and to highlight those elements that make an LMOOC successful. Our research focused on three questions: how do learners perceive their overall experience in the course, which specific LMOOC components learners appreciate, and to…

M-DCPS had 21,354 graduates in the 2022-2023 academic year. Ninety two percent of students achieved a standard diploma (24 credits). Some students opted for an international curriculum pathway, with 846 (4%) attaining an Advanced International Certificate of Education (AICE) diploma, and 436 (2%) obtaining an International Baccalaureate (IB)…

Multilingual summative assessments face significant challenges due to tensions that exist between multiple language provision and comparability. Yet, conventional approaches for investigating comparability in multilingual assessments fail to accommodate assessments that comprise extended responses that target complex constructs. This article…

The demand for a creative workforce has never been higher, yet schools struggle to teach and assess creativity among students efficiently. Compositions are an effective way to incorporate creativity across the curriculum; however, essays are time consuming to evaluate for quality or creativity. This study explored (a) if high creativity scores are…

Pundits, politicians, and academics have long worried about potentially low rates of civic participation among STEM-oriented students. Does studying STEM actually decrease the odds that young people will be actively involved in democracy? To answer this question, we created a dataset of over 23 million students in the United States, matched to…

International Mindedness (IM) has become an underpinning philosophy of the International Baccalaureate and schools which adopt its programmes. However, the concept of IM is relevant to any school that offers international education given its potential and importance to drive the school's mindset and mission. The international school market has…

This article investigates how the International Baccalaureate's 'global dream' for education interacts with the national priorities of governments. In mainland China, a thriving international school market has been met with tightened government control. We draw on the analytical lens of 'cosmopolitan nationalism' to demonstrate how a cosmopolitan…

M-DCPS had 20,833 graduates in the 2021-2022 academic year as of June 2022. Most students, 89%, achieved a standard diploma (24 credits). Some students chose an alternative curriculum where 857 (4%) achieved an Advanced International Certificate of Education (AICE) diploma and 454 (2%) achieved an International Baccalaureate (IB) diploma. An…

Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students…

We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M[subscript age]=16.7 years, SD[subscript age]=0.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266),…

Different sources of assessment evidence are reviewed during International Baccalaureate (IB) grade awarding to convert marks into grades and ensure fair results for students. Qualitative and quantitative evidence are analysed to determine grade boundaries, with statistical evidence weighed against examiner judgement and teachers' feedback on…

This investigation set out to explore the self-regulated learning strategies implemented by high-achieving International Baccalaureate (IB) Diploma Programme (DP) students and those with learning difficulties in a context in which teachers were developing their practice to better align with IB philosophy. Specifically, I aimed to determine whether…