This study aims to identify the actual operation of the IB PYP curriculum in both Korea and China through in-depth interviews with teachers from both countries and to analyze the characteristics of the two countries’ PYP curriculum systems to explore the implications of bilateral education. To achieve this goal, the researcher must address several research problems. The study utilizes literature reviews, case studies, and in-depth interviews to compare the IB PYP school curriculum in China and Korea. Through comparative analysis, the study examines the similarities and differences in the development of the IB PYP curriculum between the two countries, focusing on subject organization, teaching methods, evaluation methods, and teacher professional training. The implications of the PYP program for basic education reform in China and Korea may currently be somewhat ideal and theoretical. However, the study reflects the author’s enthusiastic hope for revitalizing basic education in elementary and secondary schools. The research acknowledges that the implications are not fully practical yet but emphasizes the importance of considering the insights gained through the comparative analysis of the IB PYP curriculum. The study contributes to the broader conversation on education reform in both countries, offering valuable insights into potential areas for improvement and development.

Renowned Chinese author and educator Yan Zhitui was born during China’s most tumultuous historical period. Despite enduring four dynasty transitions and being captured three times, his exceptional insight enabled him to not only save his own life but also the lives of his family members. Throughout his turbulent life, Yan Zhitui witnessed numerous descendants of prominent families underperform academically, lack genuine skills, and struggle to overcome adversity independently, ultimately leading to their family’s decline. In response to this observation, Yan Zhitui authored the esteemed work “The Admonitions for the Yan Clan” as a means to admonish his progeny to diligently pursue education, personal development, and strive for exemplary moral character and exceptional talent. He posited that education serves not only in cultivating individuals with outstanding moral character and talents but more significantly in nurturing talents that align with societal demands. Firstly, he advocated for early childhood education aimed at instilling good habits and proper etiquette so that children can be well-prepared for future studies and life challenges. Secondly, he emphasized the importance of parental influence on their offspring through setting positive examples in daily life as a means of imparting an education upon them. In conclusion, Yan Zhitui argued that all children should receive equal amounts of love and care regardless of gender, birth order or intelligence level. Although dating back over two millennia ago, Yan Zhitui’s educational theories continue to exert significant influence on contemporary educational practices; thus studying his educational thoughts is crucial for advancing modern-day family education.

The purpose of this study is to understand the problem of discrepancy between the external assessment of the IBDP and the college entrance examination in a particular country, and to explore how to solve the problem. In particular, in South Korea, students who complete the IBDP are not allowed to sit for the national-level college entrance examination due to the IBDP’s external evaluation schedule. This special difficulty situation is causing great hindrances to the expansion of IBDP in Korea. Recently, there has been a legal effort in Korea to allow IB scores to be used as a reference for the selection of new students at college entrance. In particular, the Representative is proposing a revision of the law that would serve as a basis for adopting IB grades in the college entrance examination. The focus is on examining various ways in other countries to solve these problems and proposing more effective countermeasures. The conflict between the external assessment of the IBDP and the university entrance examination in the countries that administer the IBDP is also a very important issue in the issue of alignment between curriculum, instruction, and assessment.

This presentation delves into the struggles of implementing the International Baccalaureate (IB) Teacher Education Programme in Japan. It is structured in two segments: an auto ethnographic account by the programme’s pioneer in Japan, and an analytical discourse on the IB’s limited assimilation into Japanese education. The first segment narrates the pioneer’s journey from competitive academia to embracing holistic education, highlighting the dissonance between personal values and the externally imposed standards of IB teacher training. The second part critiques the emotional detachment and relativism inherent in the social constructivist foundation of the IB, proposing a reevaluation from narrative, ecological, and affective perspectives to foster emotional resonance in education. The presentation concludes by aligning these theoretical insights with the pioneer’s transformative life experience.