An EE in world studies gives students the opportunity to undertake an interdisciplinary study of an issue of contemporary global significance. “Interdisciplinary” in this context refers to research that draws on the methods, concepts and theories of two Diploma Programme subjects. It is strongly recommended that students are undertaking a course of study in at least one of the subjects chosen for their essay. “Contemporary” in this context refers to events that took place during the student’s lifetime. Students are required to
identify an issue of global importance
identify a local manifestation of the issue of global importance
develop a clear rationale for taking an interdisciplinary approach and use the conceptual framework and vocabulary of two Diploma Programme subjects.
This provides an opportunity for students to conduct independent interdisciplinary research (not necessarily primary research) that draws on Diploma Programme subjects and integrates them to produce a coherent and insightful analysis of the global issue they choose to investigate. It should be noted that law and education are not Diploma Programme subjects. World studies EEs are registered in one of six areas of study: these are not the same as the Diploma Programme subjects. They are:
Conflict, peace and security
Culture, language and identity
Environmental and/or economic sustainability
Equality and inequality
Health and development
Science, technology and society.
The interdisciplinary essay is designed to provide students with the opportunity to:
engage in, and pursue, a systematic process of research appropriate to the topic—a process that is informed by knowledge, concepts, theories, perspectives and methods from two chosen subjects
develop research and communication skills—including the ability to communicate with readers who have a background in more than one subject or discipline
develop the skills of creative and critical thinking—particularly those skills involved in integrating concepts, theories, perspectives, findings or examples from different subjects to develop new insights or understandings
experience the excitement of intellectual discovery—including insights into how different subjects complement or challenge one another when used to address the same topic or issue.
Furthermore, in line with the IB’s mission, the world studies EE seeks to advance students’ emerging global consciousness. This comprises:
a sensitivity to local phenomena as manifestations of broader developments on the planet
the capacity to think in flexible and informed ways in understanding issues of global significance
a developing perception of the student’s own identity (self) as a global actor and member of humanity, capable of making a positive contribution to the world
Choice of Topic
Many topics are potentially suitable for a world studies EE. The chosen topic must:
address an issue of global significance
invite an interdisciplinary approach.
The most successful topics reveal connections between specific or local places, people, phenomena or experiences and the larger global framework in which they take place. Topics must invite a critical examination of the issue in light of relevant theories, methods and arguments in two subjects. When choosing a topic, students should remember that it must encourage analysis and evaluation rather than description, unsupported generalizations and value judgments. Students must also ensure that they can meet the various assessment criteria within the 4,000-word limit. They should avoid topics that are too broad in scope to permit an in-depth study within the word limit. A limited topic thoroughly researched and with a clear focus is preferable to a broad topic that can only be examined superficially.
Examples of Topics
Treatment of the Topic
Students should craft a specific research question that is:
interesting to them
challenging
sufficiently narrow to allow them to examine an issue in depth
manageable within 4,000 words.
The question should also require the student to collect or generate information and/or data for analysis and evaluation. Local case studyThe local case study can have a number of functions:
It may illustrate a local manifestation of the issues of global importance.
It may offer an opportunity to explore the complexities of the issue in a manageable way.
It may document “best practices” and offer lessons beyond the local focus.
Occasionally, students may choose to compare two local manifestations or examples from different contexts. Subject knowledgeIt is expected that students will have a good grounding in at least one of the Diploma Programme subjects used in the EE. If they are unfamiliar with a discipline used, they must access its syllabus so that they can identify the concepts, terminology and modes of thinking required for their EE. (Many IB syllabuses contain lists of key concepts.) Important note on using studies in language and literature or language acquisition If a student wishes to use studies in language and literature or language acquisition as one of the subject areas to explore their contemporary global issue then this should be done from either the perspective of literature or language. When indicating which subjects have been used, students only need to indicate: literature and psychology or language and film. Given that world studies extended essays may only be submitted in English, French or Spanish if a student wishes to use language as one of their disciplines for exploring a global issue then they must do so in the context of how the language may affect an understanding of that global issue. For example, they may be interested in exploring attitudes to refugees in Germany and choose to examine how the German language may influence perceptions using newspaper reports, etc. The essay however, will be written in English. The student’s supervisor should be qualified to give advice in at least one of the subjects used by the student. If other subjects are touched upon in the essay and there are appropriate specialists available in the school, students are encouraged to consult them about research, concepts and approaches. However, each student must only have one main supervisor who takes on the role as outlined in the introduction to this guide. Researcher’s reflection space The researcher’s reflection space (RRS) is strongly recommended as part of the world studies EE process. It provides a space for candid reflection on the issue being studied and how it relates to a student’s own world view, values and aspirations as global citizens. The RRS gives students an opportunity to reflect on their work and its progress and reversals in personally meaningful ways. It can take the form of a notebook or a blog. It is created by students to:
record notes on their readings
gather topic-related media clips
paste selected and marked readings
reflect upon interviews, data and emerging findings.
Most importantly, it is a space where students can reflect candidly upon their own views and lifestyles, feelings, values, aspirations and commitments as global citizens in relation to the topic under study. The world studies EE offers an opportunity for students to develop their global consciousness. The RRS is the place where particular moments of such development are documented, enabling students to reflect upon and deepen their personal connections to the problems under study and gain an insight into whether, or how, learning about contemporary world issues informs their values, beliefs or commitments in this key phase of their lives. The best examples of RRS exhibit students’ ongoing realization and reflection upon who they are as local, regional and global actors. The RRS is a document for the student. Students may choose to share a section of the space with their teachers in preparation for a meeting. Supervisors may assign focused reflection tasks for students to include in their space but, fundamentally, this is a student-led space to be owned by the students. It is intended that a well-planned RRS should arise naturally out of the research process and should not involve any extra work. Before providing examples of typical world studies EE layouts for guidance, it is worth considering some pitfalls to avoid. These include essays that:
rely on basic information from the internet and everyday common sense rather than employing concepts, theories and findings from Diploma Programme subjects
merely juxtapose theories, methods and findings from different subjects without any attempt to show how they come together to address the topic in a new or compelling way
do not make clear the underlying Diploma Programme subjects or justify the subjects chosen
do not give a strong sense of why the inquiry is important and how it links with a global issue but merely offer a description of the problem under study
define the problem too broadly, given the 4,000-word limit for the essay, and therefore offer a superficial account.
Examples of Topics, RQs, & Approaches
Note: All information on this webpage has been copied or adapted from the IB Extended Essay Guide (2018) and is used for educational purposes only.