Arathi Sriprakash, Michael Singh and Qi Jing—University of Sydney and University of Western Sydney
This qualitative study explored the concept of international-mindedness in the Diploma Programme across six IB World Schools in Australia, China and India. The research focused on four main areas of inquiry, including: students’, parents’ and teachers’ conceptualizations of international-mindedness; the relevance of international-mindedness to post-school trajectories; possible assessment approaches; and cross-case comparison by school. Using a multi-site approach, the researchers interviewed 196 students, parents and teachers and also conducted observations and document analysis. Although participants expressed the belief that international-mindedness is complex and can be interpreted in multiple ways, generally conceptions were clustered into three main categories: international-mindedness as a tool for individual gain; as an orientation towards shared understanding; and as a way to push boundaries for change. Participants considered the ideas of international-mindedness to be highly relevant to students’ internationally oriented university pathways and career aspirations. Lastly, the authors present several recommendations to inform school engagement, curriculum planning and assessment practices related to international-mindedness.