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Abstract
This study explored the empirical evidence with regards to concurrency of learning among the Theory of Knowledge (TOK), Creativity, Activity and Service (CAS) and Extended Essay (EE), which are the core components in the International Baccalaureate Diploma Programme (IBDP). This mixed method research used a concurrency of learning questionnaire developed by the researchers as well as a focus group interview to explore and explain how concurrency of learning is promoted in the core. The research findings provide readers with insights on the strategies, good practices, challenges as well as suggestions provided by the school practitioners while achieving coherence in the core.
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