Abstract
International mindedness (IM) is foundational to the International Baccalaureate Diploma Programme (IBDP) and in theory, meets the challenges of a diversified demographic. The implementation of IM may vary depending on where the IBDP is situated. Although a core concept in the IBDP, research suggests that IM may be difficult to implement. Systematic reviews included in this study offer empirical research on ways in which IM might meet the needs of a diversified population, although findings suggest there may be challenges with IM curriculum implementation. The purpose of this overview of reviews is to explore the role of IM as a component in the growth of the IBDP worldwide. Research is reviewed with respect to the reasons for IM’s global relevance; the international needs, national concerns, and local tensions that exist with IM implementation; and the importance of a broader understanding of interculturalism and multilingualism within IM.
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