Applying IB PYP Curriculum into a Multicultural Special Class: A Case Study

As the proportion of multicultural students increases, effective educational methods for students with diverse cultural backgrounds are required. In particular, a curriculum that can foster core competencies for multicultural students is needed, and the IB PYP curriculum can be an alternative for such education. This study is a case study conducted at an IB PYP candidate school located in a multicultural student-dense area in Gyeonggi-do, focusing on the development and application of a multicultural special class curriculum. The study was conducted from May to July 2024, and the curriculum for a multicultural special class was designed and applied to students based on the IB PYP program. The study participants were six elementary school students belonging to a multicultural special class at School A in Gyeonggi-do, and cognitive, affective, and functional changes were analyzed using participant observation, class journal analysis, and interview data. As a result of the study, the Korean language proficiency and learning method functions of students who participated in the IB PYP-based multicultural special class improved, and the conceptual understanding of the subject, self-efficacy, and student initiative were improved through inquiry learning. This study provides important implications for curriculum design and policy development that fosters future capabilities of multicultural students by moving away from multicultural education centered on Korean language education through the design of a multicultural special class curriculum based on the IB program.