35+ IB Learner Profile Traits: The ttributes Explained With Examples

IB learner profile traits are the 10 attributes that describe the kinds of learners the International Baccalaureate (IB) aims to develop: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The profile goes beyond grades by emphasizing intellectual, personal, social, emotional, and ethical development.

These traits are not simply personality labels. They describe dispositions, capacities, and behaviors that students can develop over time through learning, reflection, collaboration, inquiry, and real-world experiences. The IB uses the learner profile across its educational programmes, from the Primary Years Programme through the Diploma and Career-related Programmes.

IB Learner Profile Traits: Quick Answer

The 10 IB learner profile traits are:

1. Inquirers — curious learners who ask questions and develop research skills.
2. Knowledgeable — learners who build conceptual understanding across disciplines.
3. Thinkers — students who use critical and creative thinking to solve complex problems.
4. Communicators — people who express ideas effectively and listen to others.
5. Principled — individuals who act with honesty, fairness, responsibility, and integrity.
6. Open-minded — learners who consider different perspectives and are willing to grow from them.
7. Caring — people who show empathy, compassion, respect, and commitment to positive action.
8. Risk-takers — learners who approach uncertainty with courage, preparation, determination, and resilience.
9. Balanced — students who recognize the importance of intellectual, physical, and emotional well-being.
10. Reflective — learners who thoughtfully evaluate their experiences, strengths, limitations, and development.

The important point is that an IB learner is not expected to be perfect in all 10 areas. The attributes represent qualities that students strive to develop and demonstrate with increasing maturity.

IB Learner Profile Overview

IB trait	Simple meaning	What it may look like at school
Inquirer	Curious and investigative	Asking thoughtful questions and researching answers
Knowledgeable	Builds meaningful understanding	Connecting ideas across subjects
Thinker	Reasons and solves problems	Comparing evidence before making a decision
Communicator	Shares and receives ideas effectively	Presenting clearly and listening actively
Principled	Acts ethically and responsibly	Being honest and accepting responsibility
Open-minded	Values different perspectives	Considering another culture or viewpoint fairly
Caring	Shows empathy and compassion	Supporting classmates and contributing to service
Risk-taker	Faces uncertainty constructively	Trying an unfamiliar approach after considering the risks
Balanced	Values well-being and different parts of life	Managing study, relationships, physical activity, and rest
Reflective	Learns from experience	Evaluating what worked and what should change

The IB describes these attributes as part of a holistic approach to education rather than a narrow measure of academic achievement.

What Is the IB Learner Profile?

The IB learner profile is a framework of 10 attributes that represent important capacities and responsibilities for learners. It is intended to support development that extends beyond academic performance and includes social, emotional, intellectual, physical, and ethical dimensions.

The profile is closely connected to the IB’s concept of international-mindedness. That means students are encouraged to understand their own perspectives while also respecting other people, cultures, communities, and viewpoints.

A useful way to understand the profile is to see it as a set of questions:

• Inquirer: Do I ask questions and investigate?
• Knowledgeable: Do I build meaningful understanding?
• Thinker: Can I reason through difficult problems?
• Communicator: Can I express myself and listen effectively?
• Principled: Do I act with integrity?
• Open-minded: Can I genuinely consider perspectives different from mine?
• Caring: Do I recognize and respond to the needs of others?
• Risk-taker: Can I handle uncertainty and try something unfamiliar?
• Balanced: Am I taking care of different dimensions of my well-being?
• Reflective: Can I learn from my experiences?

These attributes work together rather than operating as ten isolated personality categories.

The 10 IB Learner Profile Traits Explained

1. Inquirers

Inquirers are curious learners who develop skills for inquiry and research.

Curiosity is more than asking questions. An effective inquirer wants to investigate a question, find relevant evidence, evaluate information, and continue learning.

For example, instead of simply memorizing why a historical event happened, an inquirer might ask:

What different factors contributed to the event, and how do historians know which explanations are reliable?

This mindset encourages students to become more independent learners. The IB describes inquirers as people who learn independently and with others while sustaining enthusiasm for learning.

Common behaviors include:

• Asking meaningful questions
• Researching rather than guessing
• Looking for evidence
• Exploring unfamiliar topics
• Following curiosity beyond the minimum assignment
• Learning from multiple sources
• Revising conclusions when new evidence appears

Real-life example:
A student notices that local water use has increased. Instead of simply writing an opinion about conservation, they investigate consumption patterns, examine credible sources, interview relevant people, and develop evidence-based recommendations.

Key insight: Curiosity becomes an IB learner trait when it leads to purposeful inquiry and deeper understanding.

2. Knowledgeable

Knowledgeable learners develop meaningful conceptual understanding across areas of learning.

Being knowledgeable does not mean memorizing the largest number of facts. It means building knowledge that can be connected, applied, questioned, and transferred to new situations.

The IB emphasizes conceptual understanding and connections across disciplines, including issues with local and global significance.

A knowledgeable learner might connect:

• Biology with environmental policy
• Economics with climate change
• Literature with cultural identity
• Mathematics with real-world modeling
• History with contemporary social questions

What this trait looks like:

• Understanding ideas rather than memorizing isolated facts
• Connecting concepts between subjects
• Applying knowledge in unfamiliar contexts
• Recognizing the importance of evidence
• Continuing to expand one’s understanding

Example:
A student studying food systems might combine biology, geography, economics, and social studies to understand why food reaches some communities more easily than others.

Key insight: Knowledge becomes more powerful when learners understand relationships between ideas.

3. Thinkers

Thinkers use critical and creative thinking to analyze problems and make reasoned decisions.

Thinking involves more than finding the correct answer. IB learners are encouraged to analyze complex situations, consider alternatives, generate ideas, and make responsible decisions.

A thinker may ask:

• What evidence supports this claim?
• What assumptions are being made?
• Is there another explanation?
• What could happen if we choose this solution?
• What information is missing?
• Is the proposed solution ethical as well as effective?

Critical thinking helps students evaluate ideas.

Creative thinking helps them generate possibilities.

Strong thinking often requires both.

Example:
A group is asked to reduce plastic waste at school. Rather than immediately choosing a solution, students identify the source of the waste, examine available alternatives, compare costs and consequences, and design a practical intervention.

Key insight: Good thinking is not simply having an opinion; it is developing a reasoned position.

4. Communicators

Communicators express ideas clearly, creatively, and appropriately while listening to others.

Communication can involve speaking, writing, presentations, visual media, discussion, collaboration, and other forms of expression. The IB also connects communication with listening and effective collaboration.

A strong communicator:

• Explains complex ideas clearly
• Adjusts communication to the audience
• Listens carefully
• Asks clarifying questions
• Gives constructive feedback
• Collaborates effectively
• Uses appropriate evidence and language
• Respects different perspectives

Communication is therefore a two-way process.

Example:
A student may understand a scientific concept extremely well but struggle to explain it to younger students. A strong communicator changes the explanation, uses accessible examples, checks understanding, and listens to questions.

Key insight: Communication is not only about speaking confidently. Listening and adapting are equally important.

5. Principled

Principled learners act with integrity, honesty, fairness, and responsibility.

This trait has a strong ethical dimension. The IB connects being principled with respecting the dignity and rights of others and taking responsibility for one’s actions and consequences.

A principled student may:

• Give proper credit to sources
• Admit mistakes
• Keep commitments
• Treat people fairly
• Follow ethical standards
• Take responsibility for decisions
• Speak honestly even when it is uncomfortable

Example:
A student discovers that a citation was accidentally omitted from an assignment. Instead of ignoring the problem, they tell the teacher, correct the work, and learn how to cite the source properly.

Being principled does not mean never making mistakes. It means responding to mistakes with honesty and responsibility.

Key insight: Integrity becomes most visible when doing the right thing is inconvenient.

6. Open-minded

Open-minded learners consider different perspectives and remain willing to learn from them.

Open-mindedness does not mean believing every opinion is equally accurate. It means being willing to understand another perspective before judging it and evaluating ideas fairly.

The IB describes open-minded learners as people who appreciate their own cultures and histories while considering the values, traditions, and perspectives of others.

An open-minded student may:

• Listen before responding
• Examine assumptions
• Consider cultural context
• Compare different interpretations
• Accept constructive criticism
• Change an opinion when evidence justifies it
• Distinguish disagreement from disrespect

Example:
During a classroom discussion, a student strongly disagrees with another student’s position. Instead of dismissing it, they first summarize the other person’s reasoning accurately and then explain where their own evidence differs.

Key insight: Open-mindedness is not weakness or indecision. It is the ability to remain intellectually flexible while still evaluating evidence.

7. Caring

Caring learners show empathy, compassion, and respect and seek to make a positive difference.

Caring extends beyond being “nice.” It involves noticing how actions affect other people and the wider environment.

The IB connects caring with empathy, compassion, respect, service, and positive action.

A caring learner may:

• Notice when someone needs support
• Treat others respectfully
• Include people who feel excluded
• Volunteer or participate in service
• Consider environmental consequences
• Respond to disagreement without cruelty
• Help others learn

Example:
A student notices that a classmate is struggling to participate in a group project. Rather than taking over the task, they ask what support would be useful and help create a role that allows the classmate to contribute.

Research highlighted by the IB has also examined caring through behaviors such as perspective-taking and empathic concern, showing why schools may need to make caring part of the broader learning environment rather than treating it as an isolated lesson.

Key insight: Caring becomes meaningful when empathy leads to respectful action.

8. Risk-Takers

Risk-takers approach uncertainty with courage, preparation, determination, and resilience.

The phrase “risk-taker” can be misunderstood. In the IB context, it does not mean acting recklessly.

The IB describes this attribute in terms of approaching unfamiliar situations and uncertainty with forethought, exploring new ideas and strategies, and showing resourcefulness and resilience.

A healthy academic risk might involve:

• Speaking in front of an audience
• Attempting an unfamiliar project
• Asking a difficult question
• Trying a new research method
• Sharing an original idea
• Entering a competition
• Learning from an unsuccessful attempt

Example:
A student has never performed a presentation without extensive notes. They prepare carefully, practice, and eventually deliver the presentation with fewer prompts. The challenge involves uncertainty, but the student manages it deliberately.

Key insight: IB risk-taking is better understood as courageous, thoughtful action in the face of uncertainty, not impulsive behavior.

9. Balanced

Balanced learners recognize the importance of intellectual, physical, and emotional well-being.

Balance is especially important in demanding academic environments. A student cannot sustainably treat every hour as study time.

The IB describes balance as understanding the importance of different aspects of life and recognizing interdependence with other people and the world.

A balanced learner may pay attention to:

• Academic responsibilities
• Physical activity
• Rest
• Relationships
• Emotional well-being
• Creative interests
• Recreation
• Community involvement

Balance does not mean spending exactly the same amount of time on every activity. Priorities change according to circumstances.

Example:
During examination season, a student may increase study time while still protecting sleep, meals, movement, and meaningful social support.

Key insight: Balance is about sustainable functioning, not perfect time equality.

10. Reflective

Reflective learners thoughtfully examine their experiences, strengths, limitations, and next steps.

Reflection turns experience into learning.

After completing a project, a reflective student does not stop at “I finished.” They might ask:

• What worked?
• What did not work?
• Why did it happen?
• What did I learn?
• What would I change?
• What evidence supports my judgment?
• What will I do differently next time?

The IB describes reflective learners as people who consider their learning and experiences and understand their strengths and limitations to support personal development.

Example:
After receiving feedback on an essay, a student identifies that the research was strong but the argument lacked structure. For the next assignment, they create a clearer outline before drafting.

Key insight: Reflection is most useful when it produces a specific change in future behavior.

How the 10 IB Learner Profile Traits Work Together

The ten traits are strongest when they operate as a connected system.

Consider a student completing an environmental research project:

1. Inquirer: asks a meaningful environmental question.
2. Knowledgeable: develops subject knowledge.
3. Thinker: evaluates evidence and possible solutions.
4. Communicator: presents findings clearly.
5. Principled: uses sources honestly and considers ethical consequences.
6. Open-minded: considers perspectives from different communities.
7. Caring: considers the impact on people and the environment.
8. Risk-taker: tries an unfamiliar research or presentation approach.
9. Balanced: manages the project without neglecting well-being.
10. Reflective: evaluates the process and identifies improvements.

This is why reducing the learner profile to a list of “good personality traits” misses much of its educational purpose. The attributes interact during authentic learning experiences.

IB Learner Profile Traits vs Personality Traits

The learner profile can resemble a personality framework, but the two concepts should not be treated as identical.

IB learner profile attributes	Personality traits
Designed within an educational framework	Usually describe patterns of individual behavior or disposition
Connected to learning and development	Often used to describe relatively stable individual differences
Include ethical and social responsibilities	May describe preferences, tendencies, or behavior
Intended to be developed through education and experience	May be studied as psychological characteristics
Apply across learning and community contexts	Can be applied across many aspects of life
Emphasize growth and action	Often focus on describing characteristics

The IB itself describes the profile as encompassing human capacities, dispositions, and responsibilities rather than simply academic characteristics.

Positive Traits, Potential Challenges, and Healthy Development

Each attribute can be misunderstood if taken to an extreme.

Attribute	Healthy expression	Possible misunderstanding
Inquirer	Curious and evidence-seeking	Asking endless questions without pursuing answers
Knowledgeable	Builds deep understanding	Memorizing facts without understanding
Thinker	Analyzes carefully	Overthinking every decision
Communicator	Expresses and listens well	Talking confidently without listening
Principled	Acts with integrity	Becoming rigid or judgmental
Open-minded	Considers perspectives	Accepting every claim without evaluation
Caring	Supports others	Neglecting one’s own needs
Risk-taker	Tries worthwhile challenges	Confusing courage with recklessness
Balanced	Protects well-being	Treating balance as perfect time allocation
Reflective	Learns from experience	Excessive self-criticism instead of constructive reflection

This distinction matters because the goal is not to perform an exaggerated version of an attribute. The goal is to develop it thoughtfully.

Academic Examples of IB Learner Profile Traits

Research project

A student investigating air quality demonstrates inquiry by developing questions, knowledge by studying relevant science, thinking by analyzing evidence, and communication by presenting findings.

Group presentation

Students demonstrate communication through discussion, open-mindedness through listening, caring through respectful collaboration, and principled behavior by accurately representing their sources.

Literary analysis

A student can demonstrate open-mindedness by examining multiple interpretations, thinking by supporting a claim with textual evidence, and reflection by reconsidering an initial interpretation.

Community service

A service activity can involve caring, but it can also develop inquiry, communication, reflection, and principled decision-making when students investigate a genuine need and evaluate the impact of their actions.

Difficult assignment

A challenging project may develop risk-taking when a student chooses an unfamiliar but worthwhile approach, while reflection helps them learn from the result.

How Students Can Develop IB Learner Profile Traits

The best way to develop these attributes is to turn them into observable behaviors rather than treating them as labels.

Start with one attribute

Choose an attribute that needs development.

For example:

Goal: Become more reflective.

Instead of writing “I need to be more reflective,” create a behavior:

After every major assignment, I will identify one successful strategy, one weakness, and one specific change for the next assignment.

The second version is measurable and actionable.

Use evidence

Ask:

• What did I actually do?
• What evidence shows that?
• What feedback did I receive?
• What changed?
• What will I do next?

This prevents learner-profile development from becoming vague self-description.

Practice the attribute in different settings

A learner who communicates well in class may still need to develop communication skills in writing, teamwork, presentations, or conflict resolution.

Similarly, being open-minded during a classroom discussion may not automatically mean being open-minded when encountering unfamiliar cultural perspectives.

Treat weaknesses as development opportunities

A student does not need to claim equal strength in all ten areas.

For example:

“I am comfortable researching independently, but I need to improve how I communicate my findings to different audiences.”

That is a much more useful reflection than simply saying:

“I am a good communicator.”

A Simple IB Learner Profile Self-Assessment

Use the following questions as a practical reflection tool.

Attribute	Self-reflection question
Inquirer	What question am I genuinely curious about?
Knowledgeable	What concepts can I explain rather than merely remember?
Thinker	How do I test whether my conclusion is reasonable?
Communicator	How well do I express ideas and listen to others?
Principled	Do my actions match my values and responsibilities?
Open-minded	Which perspective have I seriously considered recently?
Caring	How have my actions helped or respected others?
Risk-taker	What worthwhile challenge am I willing to attempt?
Balanced	What part of my well-being needs more attention?
Reflective	What did I learn from my latest success or mistake?

A useful three-step reflection method

Experience → Evidence → Next Step

Experience: What happened?

Evidence: What did I learn from it?

Next step: What will I change, continue, or try next?

This makes reflection more practical and reduces the tendency to write vague statements.

A Decision Guide for Students

When facing a difficult learning situation, ask:

Do I lack information?
→ Become more knowledgeable and inquisitive.

Do I have information but cannot determine what to do?
→ Use thinking and evaluate evidence.

Do I understand the idea but struggle to share it?
→ Develop communication.

Is the decision ethically difficult?
→ Apply principled thinking.

Are other perspectives involved?
→ Practice open-mindedness and caring.

Am I avoiding a worthwhile challenge because it feels unfamiliar?
→ Consider thoughtful risk-taking.

Am I becoming overwhelmed or neglecting important parts of life?
→ Reassess balance.

Did something go wrong or teach me something important?
→ Use reflection.

This approach helps students choose an appropriate response instead of trying to display all ten attributes at once.

Common Misconceptions About IB Learner Profile Traits

Misconception 1: You must naturally have all 10 traits

Fact: The learner profile is developmental. IB programmes aim to help students develop and demonstrate these attributes over time.

A student can be highly reflective but still developing confidence as a communicator.

Misconception 2: The traits are only for IB Diploma students

Fact: The learner profile is connected to the IB continuum and is used across IB programmes. The IB describes it as part of programmes serving learners from early childhood through adolescence.

Misconception 3: Risk-taking means doing dangerous things

Fact: The intended meaning involves approaching uncertainty with forethought and determination, exploring new ideas and strategies, and developing resilience.

Misconception 4: Being open-minded means agreeing with everyone

Fact: Open-mindedness means considering and evaluating different perspectives. It does not require abandoning evidence or accepting every claim.

Misconception 5: Being knowledgeable means memorizing more facts

Fact: The IB emphasizes conceptual understanding and connections across disciplines, not simply accumulation of disconnected information.

Misconception 6: Reflection means writing about feelings only

Fact: Reflection can include feelings, but effective reflection also examines decisions, evidence, strengths, limitations, learning, and future action.

Misconception 7: Caring is unrelated to academic success

Fact: The learner profile is deliberately broader than academic performance and includes social, emotional, ethical, and community dimensions.

IB Learner Profile Traits in Different Settings

At home

Parents can encourage the attributes through everyday activities:

• Let children ask questions rather than immediately giving answers.
• Discuss different viewpoints respectfully.
• Encourage responsibility for mistakes.
• Give children manageable choices.
• Make time for rest and physical activity.
• Ask what they learned from difficult experiences.

In the classroom

Teachers can support the profile by:

• Using inquiry-based questions
• Encouraging student discussion
• Providing opportunities for collaboration
• Asking students to explain reasoning
• Making room for multiple perspectives
• Using reflection after projects
• Connecting learning to authentic situations

The IB’s PYP guidance, for example, describes inquiry, discovery, and holistic development as important aspects of learning for younger students.

In the workplace

Although the learner profile is educational, many attributes have practical relevance beyond school:

• Inquirers investigate problems.
• Knowledgeable employees understand their field.
• Thinkers solve complex problems.
• Communicators work with teams and clients.
• Principled professionals act ethically.
• Open-minded colleagues consider alternative approaches.
• Caring team members recognize human needs.
• Risk-takers explore worthwhile opportunities.
• Balanced workers protect sustainable performance.
• Reflective professionals learn from feedback.

The point is not that the profile is a workplace personality test. Rather, several of its learning dispositions can remain useful beyond formal education.

Related Concepts in IB Education

Approaches to Learning

The IB learner profile is closely related to the broader skills students use to learn, including thinking, communication, research, social, and self-management skills.

These concepts overlap, but they are not identical.

Learner profile attributes describe qualities and dispositions.

Approaches to learning focus more directly on skills and strategies used during learning.

For example, a student may demonstrate the inquirer attribute by investigating a question while using research skills to locate and evaluate relevant information.

International-mindedness

International-mindedness is another important concept associated with the learner profile. Students are encouraged to understand their own identities while engaging respectfully with different cultures, perspectives, and communities.

This helps explain why open-mindedness, caring, communication, and principled action are interconnected rather than separate classroom behaviors.

Student agency

Student agency involves learners having meaningful ownership and participation in their learning. Current IB materials emphasize student voice, choice, and ownership in areas such as the Career-related Programme.

Agency can strengthen several learner profile attributes because students must make choices, manage challenges, reflect on results, and take responsibility for learning.

Why the IB Learner Profile Matters

The greatest value of the profile is that it broadens the meaning of educational success.

A student may earn excellent grades but still need to develop:

• Listening skills
• Ethical decision-making
• Collaboration
• Reflection
• Resilience
• Cultural awareness
• Well-being habits

Conversely, a student who struggles academically in one subject may demonstrate exceptional curiosity, persistence, empathy, or thoughtful reasoning.

The IB explicitly positions its programmes around development that goes beyond academic success and includes social, emotional, physical, and intellectual well-being.

Frequently Asked Questions

What are the 10 IB learner profile traits?

The 10 attributes are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. They represent qualities and capacities that IB programmes seek to develop in learners.

What is the most important IB learner profile trait?

There is no official single “most important” trait. The attributes are designed to work together. For example, inquiry may lead to knowledge, knowledge supports thinking, communication helps share ideas, and reflection helps improve future learning.

Are IB learner profile traits personality traits?

Not exactly. They may resemble personality characteristics, but the IB learner profile is an educational framework focused on dispositions, capacities, responsibilities, and development rather than a psychological personality test.

Can IB learner profile traits be learned?

Yes. The IB treats the attributes as qualities that can be developed and demonstrated with increasing sophistication as learners mature.

What does being an IB inquirer mean?

Being an inquirer means developing curiosity and using inquiry and research to investigate questions. It also includes learning independently and collaboratively and maintaining enthusiasm for learning.

What does being a thinker mean in IB?

A thinker uses critical and creative thinking to analyze complex problems and make reasoned decisions. Thinking involves examining evidence, considering possibilities, and taking responsible action.

What does risk-taker mean in the IB learner profile?

Risk-taker refers to approaching uncertainty with courage, preparation, determination, and resilience. It does not mean behaving recklessly or deliberately creating danger.

Why is reflection important in IB?

Reflection helps learners examine their experiences, understand strengths and limitations, identify what they have learned, and decide how to improve. It turns experience into a basis for future development.

How can parents support IB learner profile traits?

Parents can support the attributes through everyday opportunities for curiosity, responsibility, discussion, empathy, independent decision-making, healthy routines, and reflection. Asking “What did you learn?” and “What would you do differently next time?” can be particularly useful.

How can teachers assess learner profile traits?

Teachers can look for observable behaviors rather than simply assigning personality labels. Examples include quality of questions, use of evidence, collaboration, ethical decision-making, response to feedback, consideration of different perspectives, and reflection on learning.

Are the IB learner profile attributes used in all IB programmes?

The learner profile is a central feature of the IB educational approach and is used across its programmes. The IB describes the profile as connecting the IB continuum and representing attributes valued across IB World Schools.

Key Takeaways

• IB learner profile traits are 10 attributes associated with the IB approach to developing well-rounded learners.
• The ten attributes are Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.
• They extend beyond academic achievement into intellectual, ethical, social, emotional, and physical development.
• The attributes are developmental, not fixed labels.
• Being an inquirer means pursuing meaningful questions and research.
• Being knowledgeable means developing conceptual understanding and connecting ideas.
• Being a thinker involves critical and creative reasoning.
• Being a communicator requires both effective expression and careful listening.
• Being principled means acting with integrity and responsibility.
• Being open-minded means genuinely considering different perspectives.
• Being caring means combining empathy with respectful action.
• Being a risk-taker means approaching worthwhile uncertainty thoughtfully.
• Being balanced means recognizing the importance of different dimensions of well-being.
• Being reflective means learning from experience and using that learning to improve.
• The attributes are most powerful when they work together rather than being treated as isolated characteristics.

Conclusion

IB learner profile traits describe a broad vision of what an effective, responsible, and internationally minded learner can become. The 10 attributes—inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective—cover far more than classroom performance.

Their greatest value comes from seeing them as developable habits of learning and action, not labels that determine who a student is. A learner can become more curious by asking better questions, more thoughtful by examining evidence, more principled by accepting responsibility, more open-minded by considering unfamiliar perspectives, and more reflective by turning experience into specific improvements.

References

• International Baccalaureate, The IB Learner Profile — official overview of the 10 attributes.
• International Baccalaureate, What it means to be an IB student — overview of the learner profile and holistic IB education.
• International Baccalaureate, What is an IB education? — explanation of the learner profile and its role in holistic education.
• International Baccalaureate, The learner: Primary Years Programme — learner profile development in the PYP.
• International Baccalaureate, IB Learner Profile — detailed descriptions of the ten attributes.
• International Baccalaureate, Developing caring young people: Lessons from new research — research discussion concerning the caring attribute.
• International Baccalaureate, The CP core — current information on student voice, choice, ownership, reflection, and development of learner profile attributes.