The purpose of this study is to analyze domestic academic research on International Baccalaureate (IB) education for a period of 18 years (from 2006 to November 2023), to examine the significance and limitations of the research, and to derive implications for future research tasks. To this end, 105 domestic academic journal articles and 96 master's and doctoral theses listed in the Research Information Service (RISS) from 2006 to November 2023 were selected as research subjects. Next, in order to identify trends in IB education in domestic academia, analysis criteria were set by year, research purpose, research objects, research academic subjects, and IB curriculum were analyzed. The results of the analysis are as follows. First, research that had been conducted at a minimal level for 10 years starting in 2006 and subsequent years, showed a measurable and continuous increase in the years 2016, 2018, and 2021. Second, in terms of research purposes, many studies have been conducted to analyze, explore, and examine the IB education system or curriculum. Third, most studies focused on material objects rather than human subjects. Fourth, in IB area-specific studies, subjects related to entrance examinations were the main focus. Fifth, in IB curriculum-specific studies, studies on IB have been focused on DP, and studies on PYP, MYP, and CP have not been conducted as often. Based on these results, qualitative studies that explore the implementation and internal changes of IB education and longitudinal studies that trace the vertical linkage and developmental processes of educational implementation for each curriculum are suggested.
Lee et al. (Thu,) studied this question.
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