ib-cas-creativity-activity-service-diploma

Integrating TOK, CAS, and EE: A Holistic Framework for Transformative Learning in the IB Diploma Programme View study ↗

Shukur (2025)

This study demonstrates how IB teachers can effectively integrate TOK, CAS, and Extended Essay components to create more meaningful learning experiences. The holistic framework approach helps educators understand connections between core programme elements, enabling them to design interdisciplinary activities that strengthen student engagement across all three areas.

EVALUATION OF THE CREATIVITY ACTIVITY SERVICE (CAS) PROGRAM AT A PRIVATE INTERNATIONAL BACCALAUREATE SCHOOL USING STAKE’S EVALUATION MODEL View study ↗

Sibarani (2024)

This evaluation research provides IB coordinators and CAS supervisors with evidence-based insights into programme effectiveness using Stake's evaluation model. Teachers can use these findings to improve their CAS implementation strategies and better assess student outcomes in creativity, activity, and service components.

CAS y su contribución al desarrollo de la competencia ciudadana View study ↗

Cañiza et al. (2021)

This Spanish-language study explores how CAS activities develop students' civic competence and citizenship skills. Teachers can leverage these findings to design CAS experiences that address social problems and inequalities, helping students develop moral responsibility and community engagement through structured service learning.

Creativity, Activity, Voluntary Work –Activities of Students Participating in the International Baccalaureate Diploma Programme View study ↗

Kosiorek et al. (2025)

This research examines student experiences in CAS activities, focusing on cognitive engagement and social development skills. IB teachers can use these insights to better understand how creativity, activity, and service components contribute to holistic student development and adjust their supervision accordingly.

„CAS to jest najtrudniejszy i najłatwiejszy przedmiot w szkole” – doświadczenia nauczycieli w programie matury międzynarodowej IB. Perspektywa interakcyjna View study ↗

Kosiorek et al. (2024)

This Polish study captures teachers' perspectives on CAS implementation challenges and successes, describing it as both the most difficult and easiest subject. The research provides valuable insights for IB educators about managing CAS supervision, student motivation, and balancing programme requirements with flexibility.