Contemporary narrative research transcends traditional methodologies by embracing multimodal storytelling (oral, visual, embodied) to amplify marginalized voices and critique systemic inequities. This approach intersects with decolonial, feminist, and anti-racist frameworks, prioritizing social justice through participatory practices and ethical co-creation. By analyzing narratives like Ugandan climate activist Vanessa Nakate’s speech, the field reveals lived intersectionalities of gender, poverty, and climate crisis while challenging extractive research paradigms. However, tensions persist between narrative’s emancipatory potential and risks of co-optation. Emphasizing relational epistemologies and majority-world perspectives, contemporary scholars reimagine narrative research as both critical theory and praxis, fostering inclusive knowledge production amid global crises.

According to a report by the World Economic Forum, contemporary society increasingly prioritizes competencies such as analytical thinking, innovation, active learning, critical thinking, creativity, complex problem-solving, and impactful leadership. This study examines the utilization of narratives within the International Baccalaureate (IB) Primary Years Programme (PYP), with a particular emphasis on Approaches to Teaching (ATT) and Approaches to Learning (ATL). The primary objective is to assist educators in overcoming pedagogical challenges, thereby enhancing their instructional effectiveness and facilitating students’ mastery of essential skills. Initially, the study will investigate the roles of ATT and ATL within the IB PYP framework, identifying potential challenges associated with their implementation. Subsequently, it will establish the importance of narrative as a theoretical foundation and analyze the principles underpinning narrative-based teaching. Finally, the research will explore the application of narratives in both ATT and ATL, addressing the following inquiries: How can narratives be effectively integrated into IB ATT? How can narratives be utilized within IB ATL? Employing a literature review methodology, the study posits that the incorporation of narratives into ATT fosters engaging and interactive learning environments, which in turn promotes critical thinking, creativity, and collaboration among students. In the context of ATL, narratives serve to enhance student engagement and relatability, effectively contextualizing abstract skills for a more profound understanding. This pedagogical approach aligns with the IB mission to cultivate inquisitive and empathetic individuals who are well-prepared to navigate a complex world.

This study aims to explore the impact and implications of neuroscience of narrative theory on school curriculum design. This study primarily adopts a literature review approach. First, the study review school curriculum design existing challenges, identifying key issues that need to be addressed. Second, the study examine recent theoretical advancements in narrative neuroscience and discusses their potential applications in curriculum design. Finally, the study outlines the influence and insights that narrative neuroscience provides for solving curriculum design challenges. By offering new perspectives on curriculum design and unresolved issues, this study suggests the need for practical applications of neuroscience of narrative in school curriculum design to explore more effective approaches and innovative strategies.

With the recent active introduction of the IB program into South Korean public education, there is a growing need to discuss the role of the IB program in innovating public education. While the IB program has been introduced as part of policies aimed at innovating teaching and assessment within public education, to ensure its successful establishment and activation, it is necessary to explore the potential of the IB program as a framework for school culture innovation, moving beyond policies focused solely on teaching and assessment innovation. This paper proposes the IB program’s PSP (Programme Standards and Practices), which provides standards for school operation, as a benchmark for school culture innovation and explores the possibilities of reflecting these standards in actual school management.

This book provides a comprehensive exploration of narrative research, emphasizing its significance in understanding human experiences and societal issues. It presents a systematic approach to analyzing narratives, incorporating principles such as openness, diversity, variability, relationality, meaningfulness, contextuality, systematicity, complexity, ethics, and usefulness. By engaging with a variety of narratives, including those that address social injustices and amplify marginalized voices, the book encourages readers to reflect on both personal and collective identities, fostering a deeper understanding of the complexities inherent in human storytelling.