The integration of values in education is a globally recognised practice, with evidence of values being embedded into curricula. A post-primary curriculum, Identity, Multi-Beliefs, and Values Education (IMBVE), was developed for publicly managed schools in the Republic of Ireland as the curricular expression of sectoral values, as outlined in the Patrons’ Framework on Ethos. The curriculum aligns with the ethos of these schools and the national lower post-primary curriculum. IMBVE was piloted in 44 schools during the 2023–2024 academic year. In-depth, semi-structured interviews were conducted with principals (n = 5) and teachers (n = 11) from six pilot schools, framed by the research question: How did principals and teachers experience the enactment of the IMBVE curriculum within their school contexts? Reflexive thematic analysis identified two interconnected themes – The Evolving Ethos of Publicly Managed Schools and Perceptions of Religious Education (RE). The findings suggest that IMBVE is viewed as more inclusive, a ‘better fit’ and an ‘easier sell’ than RE in publicly managed schools. Taken together, the findings highlight that curriculum enactment is inherently context dependent, shaped not only by school ethos but also by historical and cultural legacies that influence how IMBVE and RE are perceived.
Mulpeter et al. (Mon,) studied this question.