Global Competence in International Baccalaureate Programs: A Systematic Review of Empirical Evidence (2010–2025)

Nada Shofa Lubis

doi:10.35445/alishlah.v18i2.8616

Global Competence in International Baccalaureate Programs: A Systematic Review of Empirical Evidence (2010–2025)

Nada Shofa Lubis

Abstract

Research on the International Baccalaureate (IB) and global competence has expanded; however, prior studies remain fragmented across programme levels and national contexts, and no systematic synthesis has clearly mapped which specific IB components are empirically associated with global competence outcomes and under what contextual conditions, highlighting the need for a systematic literature review. This review addresses two questions: which IB components and practices are associated with global competence development, and how the evidence varies across programme levels and national contexts. A Systematic Literature Review was conducted following PRISMA 2020 guidelines using two databases, Scopus and ERIC, complemented by manual reference searches. A total of 35 studies published between 2010 and 2025 met the inclusion criteria, representing Europe and the United Kingdom (n=9), Australia and New Zealand (n=6), East and Southeast Asia (n=8), multinational contexts (n=7), and five Global South settings. Twenty-four studies were empirical, predominantly qualitative case studies, survey-based quantitative research, and mixed methods, while eleven were conceptual or review-based. Findings suggest that the Learner Profile, inquiry-based pedagogy, Approaches to Learning, and Diploma Programme components such as Theory of Knowledge and Creativity, Activity, Service are generally associated with cognitive, dispositional, and ethical dimensions of global competence. Evidence is strongest at the Diploma Programme level, while the Career-related Programme and lower-income contexts remain under-researched. Variations in outcomes are frequently mediated by school leadership, teacher professional development, and institutional culture. Limitations include English-language restriction and database scope. This review contributes a thematic framework mapping core IB practices to global competence outcomes and outlines a longitudinal and comparative research agenda.

Keywords

international baccalaureate (IB); global competence; international mindedness; learner profile; intercultural competence

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DOI: https://doi.org/10.35445/alishlah.v18i2.8616