Understanding the Shaping of Teachers’ Educational Philosophies within International Baccalaureate Contexts in Japan

Abstract

With the increasing adoption of the International Baccalaureate (IB) curriculum in Japan, actively promoted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), there is a need to understand its impact on educators. This study explores how teaching within IB contexts shapes the educational philosophies of Japanese teachers. Through semi-structured interviews with two experienced Japanese language teachers—one from the Primary Years Programme (PYP) and one from the Middle Years Programme (MYP)—this research investigates the influence of the IB framework on their professional beliefs and practices. Reflective thematic analysis of the interview data reveals three core themes: (1) the enrichment of life through learning, where education is seen as a means to cultivate curiosity and see interconnectedness in the world; (2) the development of lifelong learners, a goal that teachers apply not only to their students but also to their own professional growth; and (3) a belief in the potential of the IB to foster holistic development by focusing on “how to learn.” The findings suggest that the IB curriculum influences teachers to develop a more student-centered, long-term, and reflective approach to education. This study also indicates that prior teaching experience can be an asset for successfully integrating the IB philosophy and highlights the importance of reflective practice. These insights have implications for teacher training programs and educational policy as Japan continues to expand its IB offerings.