Developing International Mindedness through the Arts in the International Baccalaureate (IB) Diploma Programme (DP): An International Survey Design Conducted across all Continents

Abstract

One distinct purpose of international education is to develop greater international understanding and intercultural competences. For the International Baccalaureate, this translates into students developing international mindedness throughout its programmes and courses. However, international mindedness is not measured and the impact of the programmes on the development of international mindedness remains mainly anecdotal. Furthermore, in the Diploma Programme, the choice of Arts courses is optional and the value of an Arts education, or specifically the value of taking a Diploma Programme Arts course in developing international mindedness, is equally unclear. This study investigated the development of international mindedness in students who opted for a Diploma Programme Arts course versus those who did not. The study followed a repeated measures, comparative and mixed-methods research design using a survey tool for data collection. The survey consisted of a quantitative section based on existing surveys and a qualitative section with six open-ended questions. The quantitative data showed an increase in intercultural knowledge and behaviours, while no change in attitudes, and a decrease in values was identified for both student groups, Diploma Programme Arts and Non-Arts-students. Furthermore, there was an increase in intercultural communication skills particularly in Diploma Programme Arts-students. Qualitative data analysis revealed a spectrum of categories of responses. The qualitative data also identified themes in addition to those identified in International Baccalaureate documentation and literature. Recommendations include for the International Baccalaureate Organization to integrate some of the emerging themes in their documentations, for example themes relating to adaptability and interconnectedness, which may also provide an interesting focus for curriculum design. Furthermore, curriculum and programme design should place a greater focus on the development of attitudes and values in the Diploma Programme and a reconsideration of the optionality of the Arts in this context.