Adapting ib-informed lesson planning practices in secondary efl education: a qualitative case study of institutional transition.

Abstract

This study explores the implementation of IB-informed lesson planning practices in secondary EFL education within a school transitioning toward a fully IB-oriented academic model. The institution currently implements inquiry-based learning, ATL skills, MYP planning elements, and backwards design in 8th, 9th, and 10th grade classrooms as part of its transition from a traditional curriculum toward exclusive IB education. The study examines how these pedagogical adaptations influence lesson planning practices among secondary EFL teachers. Specifically, the research analyzes changes in instructional alignment, inquiry integration, conceptual learning, assessment planning, and student-centered instructional design. The study is grounded in the theoretical perspectives of backwards design, constructive alignment, inquiry-based learning, and teacher agency theory. A qualitative case study design was employed to investigate the phenomenon within its authentic institutional context. Data collection included semi-structured teacher interviews, lesson plan analysis, and institutional planning documents. Current IB-informed lesson plans were compared with previous structures to identify observable changes associated with the transition. Data were analyzed through thematic analysis to identify recurring patterns related to instructional coherence, teacher adaptation, institutional expectations, and pedagogical transformation. The findings suggest that the adaptation of IB-informed planning practices has influenced lesson planning by promoting greater alignment between objectives, assessment, and instruction, while also encouraging inquiry-based and student-centered approaches. However, teachers also reported challenges related to planning workload, time management, curriculum pacing, and adaptation to new pedagogical expectations. The study concludes that IB-informed planning practices can positively influence lesson planning coherence when implemented flexibly and contextually during institutional transition.