International Baccalaureate Primary Years Programme: a systematic review

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2023-07-18 DOI:10.1177/14752409231188215

Daniel Bores-García, Gustavo González-Calvo, Raúl A. Barba-Martín, Alfonso García-Monge, David Hortigüela-Alcalá

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Abstract

This article arises from a systematic review of the International Baccalaureate (IB) Primary Years Programme (PYP). Four databases were consulted, and after the application of inclusion and exclusion criteria, 21 articles were selected and analysed in the following categories: year and author, country, type of research, participants, purpose and results. The results show a growth in PYP research in recent years, coming from several countries around the world, using mainly qualitative or mixed methodologies with small samples of teachers, students, administrators and families in IB schools. There is great variety in the purposes of the studies, the most representative being comparative analysis of the implementation of the programme, the use of a language for IB teaching other than that of the country in which the school is located, and the treatment of interculturality. These studies find differences in the ease of implementation of the programme depending on the context and geographical location of the schools, and also highlight the benefits of the programme for intercultural education and foreign language learning. Some tensions can be observed between the PYP curriculum and national policies, and also in the training and predisposition of teachers towards this particular methodology. More research is needed on the academic benefits of the PYP in comparison with other methodologies that are also working well at the curriculum level.

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国际小学文凭课程：系统综述

本文来源于对国际文凭小学计划（PYP）的系统回顾。查阅了四个数据库，在应用纳入和排除标准后，选择并分析了21篇文章，分为以下类别：年份和作者、国家、研究类型、参与者、目的和结果。研究结果显示，近年来，来自世界几个国家的PYP研究有所增长，主要使用定性或混合方法，对IB学校的教师、学生、管理人员和家庭进行小样本调查。研究的目的多种多样，最具代表性的是对课程实施情况的比较分析，IB教学使用的语言不是学校所在国的语言，以及对跨文化性的处理。这些研究发现，根据学校的背景和地理位置，该方案的实施难度存在差异，并强调了该方案对跨文化教育和外语学习的好处。在PYP课程与国家政策之间，以及在教师对这种特定方法的培训和倾向方面，可以观察到一些紧张关系。与在课程层面同样行之有效的其他方法相比，需要对PYP的学术效益进行更多的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.