In this report, we discuss the evidence regarding how educational instruction affects critical thinking, as well as the types of pedagogical approaches that appear to be most beneficial to developing critical thinking skills. We subsequently explore the extent to which the frameworks, policies, and documents used within the IB MYP programme reflect this evidence base, particularly with respect to the role of the MYP in students’ development of critical thinking. It involves an evaluation in three distinct educational environments and cultures, Australia, England, and Norway, and is conducted in three phases:

Phase 1: Review of the literature and IB documents, with a particular focus on the MYP documents, to ensure that the study builds on previous research, and to provide an understanding of how the IB integrates critical thinking within and across its MYP subjects and how these may benefit MYP students’ critical thinking skills.