UBDP as a global education model: Examining program experiences from teacher and student perspectives

The purpose of this study is to reveal the experiences of teachers and students regarding the learning process within the International Baccalaureate Diploma Program (IBDP), their opinions on the quality of the program, and the extent to which they experience the IB mission. The study was conducted using the phenomenological approach from qualitative research designs. Individual interviews were conducted with 14 teachers selected through maximum diversity sampling, while focus group interviews were conducted with 17 students in two sessions. The data were analyzed using Giorgi's four-stage analysis method and Miles and Huberman's content analysis technique, resulting in the identification of six main themes: (1) UB learner profiles, (2) reflections of learning models, (3) holistic development, (4) program transition experience, (5) school ecosystem, (6) evaluation process. The findings indicate that learner profiles are partially experienced; the constructivist learning approach is adopted; and students' cognitive and affective development is supported. Subjectivity and uncertainty regarding evaluation criteria, teachers' heavy workload, and issues with alignment with the national curriculum were noted. The research offers a holistic and unique perspective on the implementation of the UBDP in the Turkish context from the perspectives of teachers and students.