How international curricula effectively challenge and counteract the negative effects of authoritarian education policies: a case of Poland

This study delves into the educational functions of the International Baccalaureate (IB) curriculum within the framework of the prevailing authoritarian education policy in Poland. The primary objective is to comprehend the motivations driving teachers to transition to the IB curriculum and to delineate the specific functions fulfilled by the IB curriculum within this authoritarian context. The findings suggest that the authoritarian policy of education in Poland is marked by centralized control, reduction of autonomy, restrictions on academic freedom, the politicization of education, suppression of dissent, lack of transparency, and political interference. This has led to a decline in the quality of education in Poland and a rise in dissatisfaction particularly among teachers, who have experienced a decline in the level of autonomy and control they are able to exercise over their teaching. In conclusion, the study revealed that teachers in Poland continue to experience challenges and negative experiences due to the authoritarian policy of education. However, their experiences have also revealed their resilience and commitment to their work, and their decision to teach according to international curricula has provided them with a sense of empowerment and agency in the education system. The study profiles the three main educational functions performed by the international curricula under the current authoritarian education policy: providing autonomy in teaching, bridging the gap between national and international curricula to expand professional skills and knowledge, and supporting professional collaboration. © The Author(s) under exclusive licence to Australian Curriculum Studies Association 2024.