From Theory to Impact: The Transformative Role of IBEC Graduates in PYP and MYP Classrooms

Abstract

This study investigates the transformative impact of International BaccalaureateEducator Certificate (IBEC) graduates on teaching and learning withinInternational Baccalaureate (IB) World Schools, focusing on the Primary Years Programme (PYP) and Middle Years Programme (MYP). Through a case studyof University College Fairview (UCF) graduates, the research explores how  IBEC trained educators integrate student-cantered, concept-based inquiry, enhance professional collaboration, and nurture student agency. Drawing on classroom observations, teacher interviews, and student surveys, the study identifies both challenges and solutions in the transition from theory to practice. Findings reveal that IBEC graduates foster heightened student engagement, promote critical thinking, and assume leadership roles within their schools. However, they also confront tensions between IB philosophy and local educational contexts, as well asdif iculties in classroom management and diferentiation. To address these challenges, the study introduces the IBEC Impact Cycle—a conceptual framework emphasizing induction, observation and feedback, collaborative professional learning, leadership development, and student agency outcomes. The framework highlights how systemic supports transform novice educators into impactful practitioners, with implications for international schools worldwide. The study underscores the necessity of robust mentorship, leadership support, and professional learning communities to sustain the long-term impact of IBEC graduates.