Study of experiences of teachers serving in a school transforming from traditional to international baccalaureate (IB) in Lahore

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dc.contributor.authorAyesha Zahoor
dc.date.accessioned2025-12-05T19:17:33Z
dc.date.available2025-12-05T19:17:33Z
dc.date.issued2024-10-11
dc.description.abstractThe shift from traditional rote learning education model (such as "Rote Learning" or "Memorization-Based Learning”) to International Baccalaureate (IB) programs is one of the most significant educational transformations that have been on the rise in Pakistani schools. The study explores the experiences of teachers, and the prospects experienced by them after the transition to the IB programs. It focuses on the changes that teachers in a school in Lahore undergo from a traditional system to an IB system. The study applied an interpretivist epistemology and an inductive reasoning, and it featured 20 interviews with teachers. This method sought to elicit the personal perceptions and observations of the teachers in as far as the implementation of the IB system (IB Primary Years Programme (PYP) was concerned. Semi-structured interviews were employed to get elaborate responses from the participants, and to identify patterns and themes in the data, thematic analysis was conducted. Ethical considerations were observed to the letter by ensuring that the participants signed a consent form, maintaining anonymity and avoiding causing the participants any discomfort. The study received an ethic clearance which is in compliance with research best practices. Sustained professional development and support offered to teachers in IB schools in Lahore were instrumental in the effective adoption of the IB-PYP framework. These initiatives not only improved teaching practices but also contributed to the holistic development of students by fostering an educational environment that prioritized critical thinking, creativity, and global awareness. The commitment to professional growth and collaboration among educators ensured that the IB-PYP was implemented successfully, ultimately raising the standard of education in IB schools across Lahore. It has been assessed in the research that such initiatives have likely resulted in prominent improvements in teaching practices, educational standards and student’s development in IB-PYP across the city.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/15293
dc.language.isoen
dc.publisherUMT Lahore
dc.titleStudy of experiences of teachers serving in a school transforming from traditional to international baccalaureate (IB) in Lahore
dc.typeThesis
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