Exploring the implementation of the International Baccalaureate Diploma Programme in the Lebanese context

Abstract

This study sought to answer the following research questions: a) what are the practices and core values expected of DP teachers based on their understanding of the IB’s mission statement, Learner Profile, pedagogical approaches and DP assessment requirements, b) what, if any, challenges do DP teachers face in meeting the IB’s expectations in the Lebanese context in terms of their understanding of its pedagogical approaches, its requirements when it comes to values-based teaching and preparing students for the DP assessments and c) in what ways are teachers’ challenges due to incongruences between the core values of the IB and those commonly used in the Lebanese context? The study was built on a body of literature that suggests that both students and teachers face challenges when transitioning to the DP. Data from focus groups and interviews that included 62 DP teachers were analyzed using thematic analysis. Key findings show that teachers have a strong understanding of the IB’s expectations of them as DP teachers in terms of how and what they teach and the dual purpose of the DP as a skills and values-based framework. Challenges faced by teaches fall under two categories, one that is the result of incongruences between the value systems of the IB and that of the Lebanese context and another category which is the result of an incongruence between the value system of the IB and the realities of the DP itself. Recommendations resulting from this study include strategies to support teacher training with a focus on low-cost, context specific opportunities for professional development. In terms of research, there is a clear need for more cross-cultural studies on the implementation of the DP which can draw parallels between the challenges of implementation in different types of contexts.