As an IB Psychology teacher, I’ve had the chance to take a closer look at the new IB Diploma Psychology course that’s set to launch in February 2025 (with first assessments in 2027), and I have to say, I’m feeling positive about the changes. It feels like the course has been reimagined in a way that prioritizes real learning, i.e. understanding, over rote memorization, and as someone who’s passionate about helping students truly understand psychology, this is a welcome shift.
Grounded in Research-Based Content
One of the biggest strengths of the new course is how it keeps the focus on research-based content. Students will still engage with the key theories and studies that define psychology, but now these are presented within a conceptual framework. It’s less about cramming isolated facts and more about making connections—something that’s been missing in traditional approaches to teaching psychology.
The structure—organized around concepts, content, and contexts—gives both teachers and students a clear path forward. It encourages us to look at psychological principles as part of a bigger picture rather than as standalone pieces of trivia. For me, that’s a huge improvement because it reflects how psychology works in the real world.
Real-world Learning Through Contexts and Practicals
What really stands out is the integration of class practicals into each context. These aren’t just busywork—they’re carefully designed activities that mirror the methods psychologists actually use. Whether it’s an experiment, an observation, or qualitative research, students get a chance to engage directly with the approaches they’re learning about.
As a teacher, I find this particularly exciting because it gives students a chance to see the how and why behind the studies we discuss. It’s a great way to bring the subject to life and to show them that psychology isn’t just about theories—it’s about investigation, critical thinking, and drawing evidence-based conclusions.
Internal Assessment with Real Purpose
The way the Internal Assessment (IA) has been revamped is another highlight. Instead of feeling like an isolated task, the IA now builds directly on the class practicals. Students will create a research proposal based on one of the four methods they’ve worked with in class, which means they’ll be using what they’ve learned in a meaningful way.
This kind of scaffolding is so important because it gives students confidence in their abilities. They’ve already had hands-on experience with the methods, so when it comes time to tackle the IA, they’re not starting from scratch. For me, this makes the IA feel less like an assessment and more like a natural progression of their learning.
A Step Away from Rote Learning
One of the things I appreciate most about the changes is the clear effort to move away from rote learning. Instead of focusing on memorizing a long list of studies or key terms, the new course encourages students to engage with the basic concepts of psychology and see how they apply in different contexts. It’s a shift that feels both practical and necessary, especially in a subject like psychology where understanding is so much more valuable than simple recall.
What It Means for Us as Teachers
For those of us teaching the course, there’s definitely some work to do in getting familiar with the new structure and approach. The Diploma Programme Psychology: Third Curriculum Review Report and the guide will be key resources, and I’d recommend spending time with them early. But the changes feel manageable, and more importantly, they feel worthwhile.
This new course strikes a balance between structure and flexibility, research and application, concepts and content. It’s grounded in what psychology is really about, and it gives students tools they can use far beyond the classroom. As a teacher, I’m genuinely looking forward to helping my students navigate this updated course and seeing how it transforms their understanding of the subject. If the goal was to make IB Psychology more engaging, relevant, and practical, I think they’ve done a pretty good job.
Tom Coster - Psychology 