IB 교육과정에 기반한 도덕과 교육의 운영과 과제- IB PYP와 MYP 학교 도덕과 교원의 경험을 바탕으로

초록

This study aims to examine the implementation of moral education in Korea based on the International Baccalaureate (IB) curriculum framework and to analyze the potential and limitations of the IB approach in fostering integrated moral development. To this end, focus group interviews (FGIs) were conducted with 14 moral education teachers working at IB PYP and MYP schools. The findings indicate that the teachers perceive a strong alignment between the goals of moral education and the IB curriculum, particularly in its emphasis on student-led inquiry, concept-based learning, and the cultivation of global citizenship. However, several challenges were identified in applying the IB framework to moral education, including limitations in designing for the affective domain (e.g., emotions and character), difficulties in developing assessments that reflect the unique nature of moral education, and the potential for exacerbating disparities in students’ basic academic skills. In response, this study proposes future directions and tasks, such as the sophisticated integration of the IB framework with moral education, the development of assessment systems for the affective domain, curriculum designs that reflect the distinct identity of moral education, and strengthened support for improving students’ foundational academic skills.

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