Analysing the Implementation of Cambridge International Curriculum

The aim of this study was to reveal how Cambridge International Curriculum (CIC) was implemented in Türkiye. Data were collected from CIC students, teachers, and school coordinators at 14 Cambridge-affiliated schools in six cities across Türkiye, chosen through maximum variation sampling. In-depth interview schedules and questionnaires were used as data collection instruments. The researcher carried out interviews with 11 Cambridge school coordinators and 22 Cambridge teachers. The Student Questionnaire Form was completed by 36 10th or 11th grade Cambridge students, while the Teacher Questionnaire Form was completed by 94 Cambridge teachers at the K–12 level. This study was a single-case qualitative research.

It was revealed in the study findings that mostly successful students, meeting Cambridge entry requirements, were chosen for the program. This signified that Cambridge was being implemented as extra curriculum for already successful students. Another finding supporting this privileged position was that Cambridge international schools are primarily private/foundation schools, making the Cambridge curriculum available to a limited number of students and privileged group of families. Besides, participants regarded Cambridge curriculum as a supplementary product that prepared students for high-stakes exams at the national level. This finding indicated that parents considered Cambridge curriculum as an alternative pathway for their children’s future educational aspirations. This issue reinforced the idea of a privileged position for advantaged families who send their children to international public or private schools that implement the Cambridge curriculum, which in effect creates a form of favoured social capital. Another equally important conclusion revealed in this study was the risk of discordance between school curricula. Wider implications of these issues were explored, concluding Cambridge curriculum implementation in Türkiye should have a more carefully planned and critical strategy.

Finally, comprehensive and detailed suggestions were developed for school practitioners and international education researchers. Foremost among the recommendations is to develop comprehensive school curriculum which includes national and international programmes as well as to transform nationwide implementation strategies by making them available for students with a wide range of abilities along with providing opportunities apart from individual’s school, family income and/or social background.