Bridging the worlds: How preparatory programs catalyze educational change from national to international curricula in Poland

Abstract This article examines the intricate process of educational change in the transition from national to international curricula, with a particular focus on preparatory programs for the International Baccalaureate Diploma Programme (IBDP) in Polish schools. Adopting a multi-case study approach across 15 schools, the research employed visual ethnography and interviews with students, teachers, and program coordinators to investigate the educational functions and change management strategies of these preparatory programs. The findings reveal that preparatory programs, particularly the pre-IB and the Middle Years Programme (MYP), serve as essential bridges in facilitating the shift from a scientific-technical national curriculum to a constructivist-oriented international one. These programs support change by addressing curricular gaps, fostering student leadership in learning, and enabling a gradual adaptation to academic rigor. Key insights highlight how these preparatory programs navigate resistance to change, accommodate the diverse experiences of change among different stakeholders, and balance the benefits of transition with a critical evaluation of its challenges. Furthermore, this article explores the socio-cultural and political forces driving this educational transformation within the Polish context. It contributes to the understanding of educational change management in international education, offering insights into how schools can effectively prepare students for rigorous international curricula while maintaining flexibility and addressing individual needs. It provides valuable perspectives for school leaders, teachers, and policymakers involved in implementing and managing educational change in increasingly globalized educational landscapes.