| Abstract [eng] |
The expansion of International Baccalaureate (IB) schools worldwide reflects the increasing demand for high-quality international education. In Lithuania, although 12 schools offer the International Baccalaureate Diploma Programme (IBDP), the absence of a continuous international education curriculum covering all 12 years of education creates noticeable disparities in teaching methods and skills during the transition from the national basic education programme (grades 9-10) to the IBDP (grades 11-12) approved by the Ministry of Education, Science and Sport of the Republic of Lithuania to the International Baccalaureate Diploma Programme. In other words, from surface learning to deep learning. This study focuses on the shift from surface learning to deep learning and investigates the perspectives and implementation of deep and surface teaching approaches among pre-IBDP and IBDP teachers in a selected school. The qualitative research strategy adopted in this thesis study was a single instrumental case study, which searches for causal factors explaining the phenomenon of smooth transitions between different curricula in relation to the aim of the study, which is to investigate how pre-IB, IBDP teachers perceive and apply deep, surface teaching(s) to educate learners for the Diploma Programme and to develop the qualities of the learner profile. Interviews and private activity products collected in different subjects were the main methods of data collection. Findings indicate that the national curriculum predominantly emphasizes surface learning, while the IBDP places greater emphasis on deep learning. The school under study encounters challenges during this transition period due to curriculum incoherence arising from the national curriculum's content overload and outdated learning materials. In contrast, the IBDP promotes a deep learning approach through its well-structured curriculum, comprehensive education framework, focus on global issues comprehension, and skill development. Ultimately, fostering a deep approach to learning hinges on effectively transferring knowledge and skills from earlier grades. |
