Thank you very much for participating in the Japan Association for Research into IB Education.


It has been five years since our society was established, and I can say that we have successfully reached our fifth year because of the support of many teachers and members who have managed our conference under the leadership (president) of Professor Carol Inugai-Dixon.

当学会が立ち上がってから5年目を迎えました。本学会は、犬飼-ディクソン キャロル先生をリーダー(会長)運営にあたって下さった多くの先生方と多くの会員の皆様に支えられ、無事5年目を迎えることができたと言えます。

In Japan, interest in the International Baccalaureate (IB) education began to grow around 2011 because of its promise for developing young persons who can become leaders in the international community, with the added aim of helping young people survive and prosper in the global age. In addition to English, French, and Spanish, Japanese became an official language of the IB in 2015 (for some subjects). With the lead of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan set an ambitious goal of 200 IB schools nationwide, and the number of IB schools has been increasing every year since the establishment of this goal. To prepare teachers for the expansion of IB, four graduate schools and two universities in Japan started IB teacher training courses. On the surface, it seems that the introduction of IB in Japan is going well. However, teaching practices that are based on concepts unfamiliar in Japan, such as "social constructivism," "agency," and most recently, "mindfulness” present a challenge for teachers in Japan. It is not an overnight task, and many schools that have begun to implement IB in Japan are facing a variety of challenges.


What makes our society different from other academic societies is that we are not bound by the research field of higher education or education, and that our members, including teachers in the field, graduate students, university students, and parents, are all involved in the study of International Baccalaureate education in Japan. This is because we understand that it is not just a limited number of researchers who can work to improve education. We understand it is necessary to transcend our positions and work together. However, it is often pointed out that there is a gap between the practice of primary and secondary education and higher education research into education. It is our hope that by bringing together people from various backgrounds to study the International Baccalaureate, we will be able to advocate for a model that will help realize a new era of education in Japan.


In Japan, the importance of developing global human resources has been understood since the end of the 20th century, but we have not in actuality been able to produce results for that purpose. It was against this backdrop that the introduction of IB began, but the implementation of IB was not driven by the educational community, but instead by the business community. Because of this history, it is still difficult to say that an essential understanding of IB education in Japanese society has been achieved. Even from the perspective of university entrance exams, it is undeniable that learning is not intrinsically motivated, but rather extrinsically motivated. Considering the global society of the future, we need to change the way our future children learn to one that is based on intrinsic motivation. From this point of view, there are many things we can learn from the IB theory and practice of learning. What is more important is not to ask "What is the International Baccalaureate?" but to ask "Why is the International Baccalaureate Program necessary for the renewal of modern school education?”


This year, with COVID-19, the environment of the world had taken a major turn in an unpredictable direction. Of course, it is clear that education is caught up in this major crisis. In the midst of globalization, the integration that is proceeding day by day, and at the same time, growing social fragmentation, are now major issues. More and more, the time has come for us to focus our efforts on nurturing young people who will lead the new era. I hope that this conference will be a place where many people can connect and create new ideas.



President of the Japan Association for Research into IB Education
                                 Kando Eriguchi
                            会長 江里口 歡​人

                        December, 2020/2020年12月