In today’s interconnected world, fostering cross-cultural communication, global perspectives, and values of unity and peace has become essential. International education plays a pivotal role in developing these qualities by encouraging international-mindedness and preparing students to tackle global challenges (IB, 2019). Established in 1968, the International Baccalaureate Diploma Programme (IBDP) is a globally recognized pre-university curriculum designed for students aged 16 to 19. It aims to cultivate inquiring, knowledgeable, and compassionate individuals through an educational framework emphasizing intercultural understanding and global engagement (Hill, 2012; IB, 2019). Among its offerings, the IBDP Chemistry course enhances critical thinking, problem-solving, and independent inquiry. Laboratory work, assessed through Internal Assessments (IA), is central to both Standard Level (SL) and Higher Level (HL) courses, differing in complexity and depth (Honeyman & Szell, 1977). Teaching in the IBDP involves balancing rigorous pedagogical, cultural, and professional demands as the program’s emphasis on holistic, inquiry-driven learning challenges educators to move from traditional methods to fostering critical thinking and intercultural understanding (Hill, 2012). Research highlights that IB teachers often experience heightened agency, satisfaction, and collaboration opportunities, strengthening their commitment to the profession (Culross & Tarver, 2011; May, 2018). However, teachers also face significant challenges, including high expectations, frequent curriculum updates, and substantial workloads (Halıcıoğlu, 2008; Mayer,2010). While some feel empowered by these demands (Culross & Tarver, 2011), others struggle with cultural differences and limited institutional support, emphasizing the importance of targeted professional development (Halıcıoğlu, 2008). The early years of teaching in the IBDP can be especially challenging. Novice teachers must adapt to the curriculum’s complexities, rigorous assessment requirements, and diverse classroom settings (Genon, 2022). This steep learning curve is often exacerbated by the absence of formal mentoring, leading to isolation and stress (Mayer, 2010; Taylor, 2019). Despite these obstacles, many novice teachers find motivation in the program’s emphasis on inquiry-driven, student-centered learning (Cook, 2017). Structured mentorship, professional learning communities, and IB workshops, such as Category 1 training for beginners, play a vital role in equipping teachers with the skills and confidence to meet the program’s demands (IB, 2019). Induction programs aligned with IBDP philosophies further ensure consistency and coherence in teaching practices (Taylor, 2019).

In Türkiye, IBDP teachers face challenges shaped by cultural and institutional contexts, particularly in implementing international-mindedness attributes such as inquiry and open-mindedness (Keser et al., 2022). These difficulties are often linked to the prevalent teacher-centered approach commonly used in the country (Martin et al., 2016). Additionally, Turkish IBDP teachers have reported insufficient training and a lack of adequate mentoring support (Halıcıoğlu, 2008; Metli & Akış, 2021). This study addresses a critical research gap by exploring the lived experiences of first-year IBDP Chemistry teachers, focusing on their challenges, support systems, and professional adjustments. While research has examined general challenges IBDP teachers face (Cook, 2017; May, 2018; Taylor, 2019), limited studies have focused specifically on chemistry teachers. The demands of IBDP Chemistry, including mandatory practical work, require closer examination. Furthermore, research on IB teaching in Türkiye is scarce, where cultural, institutional, and curricular factors interact with the program’s philosophy (Halıcıoğlu, 2008; Martin et al., 2016; Metli & Akış, 2021; Keser et al., 2022). This phenomenological inquiry aims to describe the first-year experiences of IBDP Chemistry teachers in Turkish high schools. These experiences include adapting to the program, managing academic expectations, navigating cultural dynamics, and undergoing professional and personal adjustments. The study also explores the support systems and professional development opportunities. The research question guiding this study is: What is the lived experience and meaning that IBDP Chemistry teachers attribute to their first year in the program?

This study employed a phenomenological approach to explore the lived experiences of first-year IBDP chemistry teachers. Rooted in Edmund Husserl’s philosophical tradition, phenomenology aims to uncover the essence of shared experiences, emphasizing how individuals interpret and make meaning of their encounters with a specific phenomenon (Moustakas, 1994). In this study, the phenomenon under investigation is the experience of being a first-year IBDP chemistry teacher, making phenomenology particularly well-suited for capturing the intentional experiences and interpretations of participants. Criterion sampling was used to select Turkish chemistry teachers in their first or second year of teaching IBDP chemistry courses at IB World Schools in Ankara, Türkiye. Invitation emails outlining the study’s aims and interview process were sent to IB coordinators, and five private school teachers volunteered to participate. All had access to well-equipped laboratories and technological tools, with overall teaching experience ranging from 1 to 23 years. While all participants had prior experience teaching the national curriculum, only two had attended IB training workshops, and one held a Master’s degree. Semi-structured interviews served as the primary method of data collection, consistent with Creswell’s (2013) emphasis on their suitability for phenomenological research. These interviews, lasting approximately 40 minutes each, provided a direct avenue to explore participants’ lived experiences and interpretations of being first-year IBDP chemistry teachers. The data analysis followed a phenomenological approach, incorporating thematic analysis to distill participants’ experiences into meaningful patterns. I immersed myself in the interview transcripts to identify significant units of meaning, adopting an inductive approach to generate initial codes. Redundant codes were eliminated, and invariant structures were identified to capture the core elements of participants’ experiences. These were consolidated into broader patterns, and preliminary themes were reviewed, refined, and streamlined to ensure coherence. To address credibility, peer review was employed. Additionally, as a beginning IBDP chemistry teacher, I acknowledged the need to set aside personal biases that could influence the data collection and analysis process. However, in line with Moustakas’ (1994) view, my lived experience offered valuable insights that enriched the interpretation of the findings.

Repeated analyses of interview codes and themes revealed six interconnected themes that encapsulate the essence of this experience—a transformative and joyful journey. The first theme, Laying the Groundwork, underscores the importance of thorough preparation, including leveraging IB-provided resources, mastering advanced content, and developing strong organizational skills, which helped teachers build confidence and reduce anxiety. The second theme, Learners Shape the Process, highlights how students’ characteristics, such as motivation, IB learner profile attributes, and educational backgrounds, profoundly shaped teachers’ experiences, requiring dynamic teaching methods and fostering collaborative learning. Conversely, Navigating New Waters explores the challenges teachers faced while transitioning to the IB’s inquiry-driven curriculum, managing Internal Assessments, balancing structured instruction with student autonomy, and addressing institutional and cultural misalignments. The fourth theme, Building Bridges, emphasizes the pivotal role of mentorship, collaborative peer support, and professional development workshops in helping teachers navigate challenges and build competence. The fifth theme, Voices for Change, encapsulates recommendations for improving teacher readiness, such as enhanced IB workshops, apprenticeship models, and greater access to resources tailored to the program’s unique demands. Finally, Pathways to Growth reflects on how the IB’s rigorous expectations and learner-centered philosophy fostered both personal and professional growth, enriching teachers’ subject knowledge, pedagogical practices, and global perspectives. Together, these themes illustrate the essence of this journey, as one participant described: “I think this is professional satisfaction. I know it’s very early but let me say—it feels good.” It is a transformative and fulfilling experience, marked by initial uncertainties, evolving teaching practices, and a profound sense of professional accomplishment.

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