The International Baccalaurate has been present in the international field of education since 1968 and in Hungary since the early 1990s. The approaches and methods of geography teaching within the IB focus on the analysis of complex spatial interactions between the physical environment and the society on many different scales from local to global. The problem-based approach and a well-developed subject syllabus contribute a flexible teaching environment in which geographic synthesis can be achieved via the extensive use of case studies and a wide range of skills development. Although the traditions of geography teaching in Hungary differ from the international streams and realities at several points, this gap seems to be closing with textbook content and teachers’ methodological culture both showing progress. This article aims to give an overview of the main concepts and themes of IB Geography and provides examples (taken from the authors’ teaching experience) on how case studies of geographic themes and processes of Hungary and Carpathian Basin could be discussed within the framework of the IB Geography syllabus.

Geometodika: földrajz szakmódszertani folyóirat 2021. 2. pp. 37-51., 15 p.


Kapusi János