Mentorship as a professional development tool: usage of technology as an integrated part of the International Baccalaureate curriculum

This case study examines mentorship as a key strategy for teacher professional development, with a particular focus on the integration of information and communication technologies (ICT) within the International Baccalaureate (IB) educational framework. Situating mentorship within broader discussions of lifelong learning and educator competencies, the study explores how continuous professional development supports teachers in adapting to the demands of digitally mediated learning environments. Drawing on a practice-based case, the paper analyses a mentorship process between colleagues, addressing challenges related to digital literacy, technological anxiety, and generational differences in the adoption of ICT tools. Through reflective practice and structured mentoring methods—such as one-on-one guidance, iterative feedback, and simplified, task-based learning strategies—the study demonstrates how mentorship can facilitate both professional growth and greater confidence in using educational technologies. The findings highlight the importance of communication, adaptability, and contextualised support in mentorship practices, particularly when integrating digital platforms such as ManageBac into teaching and assessment. The study argues that effective mentorship not only enhances individual teacher competencies but also contributes to broader institutional development by fostering collaborative learning cultures and supporting the implementation of contemporary pedagogical approaches. By linking mentorship, digital competence, and IB philosophy, this paper contributes to ongoing discussions on how education systems can better support teachers in navigating technological change and sustaining lifelong professional learning.