Recontextualising IB-informed critical-thinking pedagogy in Japanese secondary schools: accounts of novice IBEC graduates

Purpose This study explores how novice graduates of an undergraduate International Baccalaureate Educator Certificate (IBEC) programme in Japan describe their attempts to foster critical thinking in non-International Baccalaureate (IB) secondary schools, how they associate these reported practices with their IBEC education, and what contextual conditions they believe shape them. Design/methodology/approach Semi-structured interviews were conducted with 12 novice teachers working in public and private secondary schools. The data were analysed using thematic analysis, with the California Critical Thinking Disposition Inventory (CCTDI) dispositions used as sensitising concepts rather than fixed coding categories. Findings Four recurring themes were identified in participants' accounts: eliciting enquiry and sustained questioning, making reasoning and evidence explicit, creating opportunities for dialogue and perspective-taking, and supporting learner autonomy through open-ended tasks. Participants adapted these approaches in response to classroom-management concerns, curricular demands, time limitations, and school-level expectations. Research limitations/implications As the study relied on self-reported interview data, the findings represent participants' interpretations of their practice rather than independently observed classroom enactment. In addition, the findings are context-specific to Japanese secondary education and IBEC-trained teachers, warranting further research examining how similar processes unfold across different educational systems and teacher education pathways. Practical implications IBEC may broaden novice teachers' pedagogical repertoires, but sustained use of enquiry-oriented approaches may depend on mentoring, collegial collaboration, and sufficient flexibility within schools. Social implications The study highlights the importance of adapting global pedagogies to local systems to promote critical thinking in secondary education. Originality/value This study provides context-specific evidence of how novice IBEC graduates interpret and adapt critical-thinking-oriented pedagogies when moving from IB-informed teacher education into non-IB Japanese secondary schools.