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Journal of Educational Philosophy and Sociology 2026, Vol 7(1) 1-20

International Baccalaureate Educational Philosophy: Teachers’ and School Administrators’ Views

Esra Kalafatoğlu Alan • Faruk Levent
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Article Type
Research article
Publication Date
August 25, 2026
Pages
1-20
DOI
10.29329/jeps.2026.1436.9

Abstract

This study aims to examine teachers’ and school administrators’ views on the International Baccalaureate (IB) educational philosophy. A qualitative case study design was employed. The study group, selected through convenience sampling as a form of purposeful sampling, consisted of teachers and school administrators working in private schools in Istanbul that implement the IB Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Data were collected through face-to-face semi-structured interviews and analysed using content analysis. The findings indicate that the IB Programme aims to educate individuals who possess the attributes of the IB learner profile and are characterised as “global citizens” with intercultural awareness and universal values. Participants also reported that IB education adopts a skill-based approach to equip learners with competencies aligned with contemporary needs. Furthermore, teachers were emphasised as key role models who embody the IB educational philosophy and guide students through inquiry-based learning processes. Finally, the findings highlight the critical role of parents as important stakeholders, underscoring the significance of their awareness and adoption of the IB educational philosophy, as well as their cooperation with schools to ensure its effective implementation.

Keywords: Philosophy Education philosophy International Baccalaureate
Cite this article
Kalafatoğlu Alan, E. & Levent, F. (2026). International Baccalaureate Educational Philosophy: Teachers’ and School Administrators’ Views. Journal of Educational Philosophy and Sociology, 7(1), 1-20. https://doi.org/10.29329/jeps.2026.1436.9

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