Digital society guide

First assessment 2024

Digital society guide
First assessment 2024
 Diploma Programme
Digital society guide

Published February 2022

Updated March 2022, August 2022, February 2023

Published on behalf of the International Baccalaureate Organization, a not-for-profit

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 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
 IB learner profile
profile IB learner
arner profile IB le
ile IB learner prof
IB learner profile H E IB L E AR
N

ER
er profile IB learn

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
research. We know how to learn independently and with others. as well as the values and traditions of others. We seek and evaluate
We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than one
language and in many ways. We collaborate effectively, listening We understand the importance of balancing different aspects of
carefully to the perspectives of other individuals and groups. our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interde-
pendence with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and rights We thoughtfully consider the world and our own ideas and expe-
of people everywhere. We take responsibility for our actions rience. We work to understand our strengths and weaknesses in
and their consequences. order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Contents

Introduction 1
About this publication 1
About the IB 2
About the Diploma Programme 3

Digital society 6
Nature of the subject 6
Course keywords 8
Aims 10
Assessment in digital society 11

Approaches to teaching and learning in digital society 13

Inquiry stages 13
Inquiry approaches 16
Digital society toolkit 18
Inquiry in practice 21

Syllabus 22
Syllabus outline 22
Format of syllabus topics 23
1. Introduction 24
2. Concepts 25
3. Content 29
4. Contexts 35
5. HL extension 39

Assessment 44
About DP assessment 44
Assessment outline 46
External assessment 48
Internal assessment 57
Connections to subjects and programmes 66

Appendices 69
Glossary of command terms 69
Updates to the publication 71

Digital society guide

Introduction

About this publication

This resource guides teaching, learning and assessment for the International Baccalaureate (IB) Diploma
Programme (DP) digital society course. Teachers and students are the primary audiences. This publication,
along with additional support materials, subject reports and grade descriptors, can be found on the
programme resource centre at resources.ibo.org. It can also be purchased from the IB store at store.ibo.org.

Prior learning
No specialized prior learning in the subject area is required for the digital society course.

Required resources
This course requires students to have access to an internet-connected computer, digital presentation tools
and research materials in a range of media.

Additional resources
Additional publications such as specimen papers and markschemes, teacher support materials, subject
reports and grade descriptors can also be found on the programme resource centre. Past examination
papers as well as markschemes can be purchased from the IB store. Teachers are encouraged to consult
official IB online communities to find and share resources created by other teachers.

Teacher support materials

Teacher support materials (TSM), including sample learning experiences, inquiries and formative activities
accompany the guide. Where applicable, available resources are indicated in the guide.

Acknowledgments
The IB wishes to thank the educators, experts and schools who generously contributed time and resources
to the production of this guide.

First assessment 2024

Digital society guide 1

Introduction

About the IB

The aims and design of an IB education

An IB education develops internationally minded people who recognize their common humanity and
shared guardianship of the planet. The IB believes that we can create a better and more peaceful world
through high-quality learning and teaching informed by passionate pedagogical leadership.
All IB courses are designed to be:
• mission driven—by working with committed educators and experts, the IB provides unique and
authentic educational experiences rooted in shared values
• user centred—we draw on insights and expertise across the IB ecosystem to ensure that our courses
are informed by research and practice anchored in the practical realities of the contemporary
classroom
• future focused—our courses prepare students to live, lead and thrive in a rapidly changing world and
workforce.
The IB consists of four programmes: the Primary Years Programme (PYP) (ages 3–11), the Middle Years
Programme (MYP) (ages 11–16), the Diploma Programme (DP) (ages 16–19), and the Career-related
Programme (CP) (ages 16–19).
Any school, or group of schools, wishing to offer the IB programmes must first be authorized to do so by the
IB. For more information about the IB, see the following resources.
• “The IB mission statement”
• What is an IB education?
• Programme standards and practices

Inclusion and the IB

The IB is committed to ensuring access and engagement for all students by identifying and removing
barriers to learning. For more information about inclusion, see the following resources.
• Access and inclusion policy
• Learning diversity and inclusion in IB programmes
• Meeting student learning diversity in the classroom
• The IB guide to inclusive education: a resource for whole school development
• Using Universal Design for Learning (UDL) in the IB classroom

2 Digital society guide

Introduction

About the Diploma Programme

The Diploma Programme

The Diploma Programme (DP) is a rigorous two-year pre-university course of study for students in the
16 to 19 age range. The DP encourages students to become knowledgeable, inquiring, caring and
compassionate young adults. There is a strong emphasis on developing intercultural understanding, open-
mindedness and respect for diverse beliefs and points of view.

The Diploma Programme model

Students are required to choose one subject from each of the six academic areas. They may opt to complete
two subjects in one academic area or subject group instead of an arts subject. Additionally, every student
must complete the three components of the DP core. Students may also enroll in individual subjects as
certificate candidates. Programme-wide and subject-specific approaches to teaching and learning support
student success in the DP. Figure 1 provides a visual of the DP model.

Figure 1
The Diploma Programme model

Digital society guide 3

About the Diploma Programme

The Diploma Programme core

The DP core reflects the IB’s commitment to providing a holistic educational experience for young people.
The DP core provides opportunities for students to think about their own values and actions, to deepen
their understanding of their place in the world and to sensitively consider the contexts and views of others.
There are three required components in the DP core.
• In the theory of knowledge (TOK) course, students explore themes and questions about knowledge
and knowing. TOK emphasizes comparisons and connections between areas of knowledge while
encouraging students to become more aware of their own perspectives and the perspectives of
others.
• The creativity, activity, service (CAS) component provides students with opportunities to participate
in real-world experiences to enrich their academic studies. The three strands of CAS are creativity
(experiences that involve creative thinking and making), activity (experiences contributing to a healthy
lifestyle) and service (engagements with communities).
• For the extended essay (EE), students investigate a topic of special interest, either through one of
their six DP subjects or through an interdisciplinary approach. The EE helps students to develop the
research and communication skills that they need to fulfill their aspirations at university and in future
work.

Approaches to teaching and learning

The Diploma Programme’s approaches to teaching and learning support meaningful experiences that:
• engage students in structured inquiry
• promote concurrency of learning through connections to other subjects and areas of learning
• encourage student agency and self-directed learning
• enhance the coherence and relevance of the students’ DP experiences.
These approaches are briefly outlined in the table.

Teaching Learning
Encourages student curiosity and discovery through Activates critical and creative thinking
inquiry
Supports transfer, reflection and interdisciplinary Develops social skills, including teamwork and
connections through conceptual understanding collaboration with other students and peers
Is relevant according to the local and global Provides multiple opportunities for sharing and
contexts of students and teachers communicating discoveries and insights
Involves ongoing collaboration with other teachers Develops self-management skills, such as resiliency,
and students in course delivery planning, organization and reflection
Meets the needs of all students through Engages in sustained research, inquiry and multiple
differentiation and inclusion literacies

Each subject in the DP is guided by these approaches. For more information see the following resources:
• Programme standards and practices
• Diploma Programme Approaches to teaching and learning
• The “Approaches to teaching and learning in digital society” section of this guide.

Assessment in the Diploma Programme

Teaching and learning in the Diploma Programme is informed by assessment. Broadly, there are two types
of assessment in the DP.

4 Digital society guide

 About the Diploma Programme

• Formative assessment for learning and teaching. Formative assessment is not submitted for external
evaluation in the DP. The digital society syllabus provides links to materials for possible formative
assessment activities. Teachers are encouraged to adapt these materials for use in their classroom.
• Summative assessment provides an overview of learning and is concerned with measuring student
achievement. At the end of their course of study, DP students demonstrate learning through
summative assessments in the form of examinations and coursework. Summative assessments are
aligned to the stated aims and assessment objectives for each course. Submitted summative
assessments are evaluated by professional educators, as guided by the highest standards of quality
and reliability. Coursework submitted for summative assessment must be authentic, based on the
student’s individual and original ideas, with the ideas and work of others fully acknowledged.
Summative assessment tasks must be completed in full compliance with the detailed guidelines
provided by the IB.

Digital society guide 5

Digital society

Nature of the subject

Welcome to digital society

We are (in) a digital society. Digital systems are changing our world and transforming how we think,
communicate, collaborate and create.
This course invites young people to better understand this changing world and to imagine where we might
go next. As partners in inquiry, students and teachers explore the impacts and implications of digital
systems for people and communities in diverse real-world contexts.
Rooted in the interdisciplinary perspectives and skills of the social sciences and humanities, the course
develops attributes of the IB learner profile while preparing students for further study in a variety of fields
and professions. The passions, interests and experiences of young people are central to the course, which
aims to empower them to become citizens who not only participate in digital society but lead it as well.

Concepts, content and contexts

The course integrates concepts, content and contexts through inquiry.

Figure 2
The digital society course framework

Concepts highlight powerful, pervasive and debatable perspectives that provide insight for inquiry.
Content informs inquiry with details related to digital systems. Contexts situate inquiry into areas
significant to life in digital society.

6 Digital society guide

 Nature of the subject

The interaction of concepts, content and contexts helps students “think like a practitioner” in the social
sciences and humanities by facilitating the transfer of learning to new situations and forming
interdisciplinary links to:
• DP individuals and societies courses (for example, business management, economics, environmental
systems and societies, geography, global politics, history, philosophy, psychology, social and cultural
anthropology, world religions)
• DP subject groups (for example, studies in language and literature, language acquisition, sciences,
mathematics and the arts)
• areas and fields that study digital society (for example, sociology, digital ethics, digital humanities,
science and technology studies, media studies, information science, and others).

Distinction between standard level and higher

level
The course values breadth and depth in teaching, learning and assessment while acknowledging
differences for standard level (SL) and higher level (HL) pathways, as summarized in the table.

Teaching and learning Assessment

Recommended hours SL and HL syllabus • Distinct SL and HL versions of
for teaching and The SL and HL syllabus includes paper 1
learning differ for SL common topics, enduring • A common SL and HL paper 2
and HL pathways. understandings and areas for inquiry. • An HL-only paper 3
• SL: 150 hours HL-only extension • A common SL and HL inquiry
• HL: 240 hours An HL-only extension includes project that is internally assessed
challenge topics and a framework for and externally moderated
identifying, analysing and evaluating
interventions in digital society.

Digital society attributes

Students in digital society aspire to develop the following attributes informed by the IB learner profile:
• innovative thinkers who strive to understand digital society in new ways
• resourceful researchers who approach diverse sources of information with insight and imagination
• curious and engaged creators who link practical experiences to their inquiries into digital society
• empathetic collaborators who enrich their learning by working with others, locally and globally
• critical users who evaluate the impacts and implications of digital systems for people and
communities
• principled citizens who act and lead, as guided by ethical values.

Local and global connections

This course encourages a complex and nuanced understanding of life in a digital society and emphasizes
the importance of informed engagement with contemporary developments and issues. By exploring and
investigating real-world examples situated in context, students gain an appreciation of the local and global
connections that they share with others.
Internationally minded digital society students think, act and communicate from a position of purposeful
responsibility, both locally and globally.

Digital society guide 7

Digital society

Course keywords

This section presents important keywords for the course. Further details are provided throughout the
guide.

Inquiry
Inquiry is a sustained, iterative, practical and often collaborative process through which students construct
and reflect on their own understanding and transferable knowledge. Inquiry places student agency at the
centre of all learning experiences. Inquiry in digital society is structured using stages and approaches as
well as a course toolkit.
• Inquiry stages and approaches facilitate the delivery of the syllabus through defined cycles that
begin with a focus on real-world examples and connections to course concepts, content and contexts.
• The course toolkit indicates interdisciplinary skills to support inquiry.

Digital systems
Digital systems include technologies, applications and platforms that create, store, process and distribute
digital data and information. Smartphones, gaming platforms, AI-enabled personal assistants and robots
are types of digital systems.

Real-world examples
Real-world examples are specific existing instances involving digital systems and are required for all course
inquiries. Real-world examples may be local, global or a combination of local and global. Real-world
examples may be identified in many ways such as through social media, personal experiences and research.

People and communities

People and communities are individuals and groups affected by digital systems including those who may
face barriers or obstacles to access. Various people and communities often disagree, make different claims
or requests, or advocate for different courses of action. People and communities may include, for instance,
users, developers, stakeholders, gamers and others affected by the digital systems explored in the course.

Impacts and implications

Impacts are effects and outcomes related to digital systems. Implications are opportunities and risks
associated with digital systems. Impacts and implications overlap and inform one another.

Challenges and interventions

In the HL extension, students conduct extended inquiries to address challenge topics and interventions
in digital society.
• Challenges are HL-only topics involving pressing complex issues with far-reaching impacts and
implications for large numbers of people. Challenge topics are widespread, persistent and often
transnational and transgenerational. In digital society, challenge topics are intertwined with digital
systems. HL students may explore and investigate challenge topics individually and/or collaboratively
with other digital society students.

8 Digital society guide

 Course keywords

• Interventions are innovations that attempt to mitigate, intercede, support or resolve aspects related
to a challenge topic. HL students must use the HL extension framework to identify, analyse and
evaluate interventions for each challenge topic in order to recommend steps for future action.
Interventions may be explored and investigated individually and collaboratively. Interventions studied
in the course must involve digital systems in some way.

Digital society guide 9

Digital society

Aims

Individuals and societies aims

Individuals and societies subjects help young people develop a connection to our shared planet, exploring
how to live sustainably and promoting the well-being of all people in our pursuit of a more peaceful world.
The aims of all the individuals and societies subjects are to equip young people to:
• explore and critically engage with multiple perspectives and ways of thinking
• investigate and evaluate the interactions between individuals and societies
• think and act as informed and principled individuals in societies
• understand and value the variety and diversity of the human experience across time and place.

Digital society aims

The digital society course invites SL and HL students to develop as ethical, empathetic and creative people
who address the world with individual and shared understanding, imagination and action.
The course aims indicate important milestones on a student’s learning journey as they:
• focus inquiry using course concepts, content and contexts as well as real-world examples
• explore diverse sources relevant to digital society
• investigate impacts and implications of digital systems for people and communities
• reflect on emerging trends, future developments and further insights
• share discoveries about digital society with others.

10 Digital society guide

Digital society

Assessment in digital society

Assessment objectives
Having followed the digital society course, students are expected to demonstrate the following assessment
objectives.
Understand, apply, analyse, evaluate and synthesize:
• course topics, enduring understandings and areas for inquiry
• real-world examples involving digital systems
• claims and perspectives of diverse sources
• impacts and implications of digital systems for people and communities
• emerging trends and future developments
• challenges and interventions in digital society (HL only).
Develop and refine digital society skills including:
• managing inquiry projects through planning, documentation and feedback
• researching using diverse and relevant sources
• thinking in critical and creative ways
• communicating in multiple modes and media.

Assessment at-a-glance
SL paper 1
Questions that address the common SL and HL syllabus and real-world examples in an integrated way.

HL paper 1
Questions that address the common SL and HL syllabus and real-world examples, as well as the HL
extension, in an integrated way.

SL and HL paper 2
Source-based questions that address the common SL and HL syllabus in an integrated way. Sources may
include text, visuals, data, diagrams and/or infographics.

HL paper 3
Questions that address an intervention related to an HL extension challenge topic. A brief statement
indicating the real-world nature of a selected challenge topic will be released prior to the examination.
Students will be required to evaluate an intervention and recommend steps for future action.

Inquiry project (internal assessment)

An inquiry project is common to SL and HL students. Students conduct an inquiry into impacts and
implications of digital systems for people and communities. The submission requirements for the project
include an inquiry process document, a recorded multimedia presentation and a list of references.

Assessment alignment
Assessment objectives are aligned with assessment components as indicated in the table below.

Digital society guide 11

Assessment in digital society

Assessment alignment in digital society SL HL SL/HL HL Inquiry

paper 1 paper 1 paper 2 paper 3 project

Understand, apply, analyse, evaluate and synthesize

Course topics, enduring understandings and
√ √ √ √ √
areas for inquiry
Real-world examples √ √ √ √ √
Claims and perspectives √ √
Impacts and implications √ √ √ √ √
Emerging trends and future developments √ √ √ √ √
Challenges and interventions (HL only) √ √
Develop and refine digital society skills
Managing inquiry projects √ √ √ √ √
Researching √ √ √ √ √
Critical and creative thinking √ √ √ √ √
Communicating √ √ √ √ √

12 Digital society guide

Approaches to teaching and learning in digital society

Inquiry stages

Inquiry stages facilitate the design and delivery of the syllabus. Students should gain experience with the
inquiry stages outlined in this section. Inquiry stages are iterative, overlap and are not always linear.
Students should receive and act in response to feedback throughout each stage of inquiry.

Figure 3
Digital society inquiry stages

Focus
The focus is a starting point that is refined throughout inquiry.

Inquiry focus
A compelling inquiry question: Connections to course concepts, A real-world example is selected
• is developed by teachers and content and contexts are that:
students selected to: • involves a specific and
• is open-ended, thought- • provide insight for inquiries existing digital system
provoking and worth with conceptual perspectives • may be local and/or global.
considering from different • inform inquiries with content
perspectives topics and details involving
• supports discoveries that digital systems
move beyond recall, • situate inquiries within a
description and summary. course context.
HL only: In an extended inquiry, a challenge topic is integrated with the inquiry focus.

Digital society guide 13

Inquiry stages

Explore
Inquiry explores diverse and relevant sources.

Sources
Identify and gather sources that: Engage with source claims and Reference sources to:
• are grounded in the inquiry’s perspectives by considering: • demonstrate awareness of
concepts, content and • the origin and purpose of the existing conversation
contexts each source and debate about an issue
• provide a balance of claims • the meaning and methods of • acknowledge ideas, work
and perspectives each source and intellectual content of
• support in-depth • how each source is others
understanding. corroborated and used. • help others locate sources
for future use.
HL only: In an extended inquiry, sources relevant to a challenge topic are explored.

Investigate
Impacts and implications for people and communities are analysed and evaluated. The significance of the
inquiry for digital society is considered.

Impacts and implications People and communities

Supporting questions for analysis and evaluation Supporting questions for analysis and evaluation
may include, but are not limited to, the following. may include, but are not limited to, the following.
• How does the context and conceptual • How does the context and conceptual
perspective inform and shape the investigation perspective inform and shape the investigation
of impacts and implications? of people and communities?
• What are positive and negative impacts for • Who are the people and communities directly
different people and communities? and/or indirectly affected?
• Which impacts are intentional and which • What are the different claims made by people
impacts are unintentional? and communities?
• What is the timescale associated with • What are the roles performed by people and
investigated impacts and implications? communities?
• What are possible ethical, policy, legal and/or • What are the responsibilities and relationships
governance implications? of people and communities?
HL only: In an extended inquiry, a challenge topic and relevant interventions are investigated.

Reflect and share

The close of inquiry is an opportunity to reflect on emerging trends, future developments and further
insights into new ideas and understanding. The discoveries arising from inquiry are shared with others.

Reflect Sharing the inquiry

At the close of inquiry, reflect to: Communicate inquiry discoveries effectively by:
• offer further insight including new • considering the purpose and audience as well
understanding and ideas as appropriate and available formats.
• consider emerging trends and future • conveying ideas and evidence with
developments related to the inquiry. organization and a coherent use of media.

14 Digital society guide

 Inquiry stages

Reflect Sharing the inquiry

HL only: In an extended inquiry, recommended steps for future action are developed and presented.

Digital society guide 15

Approaches to teaching and learning in digital society

Inquiry approaches

Inquiry approaches facilitate the design and delivery of the syllabus. Students should gain experience with
the inquiry approaches outlined in this section. There is a spectrum of approaches to inquiry, including
directed, guided and open approaches, as seen in figure 4.

Figure 4
Digital society approaches to inquiry

Teachers should provide guidance and feedback regardless of the approach taken. Multiple approaches
may scaffold inquiry so that one cycle of inquiry combines directed, guided and/or open approaches.

Inquiry stages Directed inquiries Guided inquiries Open inquiries

and approaches
Teachers provide the Students and teachers co- Students develop the inquiry
inquiry focus. develop the inquiry focus. focus.

Focus
Teachers model Students and teachers Students lead research using
research using diverse partner in research using diverse sources relevant to
sources relevant to the diverse sources relevant to the inquiry.
inquiry. the inquiry.
Explore
Teachers model the Students and teachers Students lead the
investigation of impacts partner in the investigation investigation of impacts and
and implications of of impacts and implications implications of digital
digital systems for of digital systems for people systems for people and
Investigate people and and communities. communities.
communities.
Teachers model Students and teachers Students lead reflection at
reflection at the close of partner in reflection at the the close of inquiry.
inquiry. close of inquiry.

Reflect

16 Digital society guide

 Inquiry approaches

Inquiry stages Directed inquiries Guided inquiries Open inquiries

and approaches
Teachers determine Teachers and students Students determine effective
effective ways to partner to co-develop ways to present the inquiry.
present the inquiry. effective ways to present the
inquiry.
Share

Digital society guide 17

Approaches to teaching and learning in digital society

Digital society toolkit

The digital society toolkit highlights interdisciplinary skills that support inquiry. Students should gain
experience with the skills outlined in this section.

Managing inquiry projects

Managing inquiry projects involves planning, documentation and feedback. The table describes how these
skills may be demonstrated in the course.

Planning Documentation Feedback

Inquiry projects are sustained Maintaining a journal or portfolio Receiving feedback from teachers
activities that require planning to: documents the process of inquiry and peers, and taking action in
• identify the resources by collecting evidence of: response helps to:
necessary (including time, • developed and refined • identify the strengths and
people and materials) for inquiry focus weaknesses of personal
their completion • news articles and sources learning strategies through
• break up and sequence long- related to real-world ongoing self-assessment
term processes into smaller, examples, issues and course • refine approaches for an
more manageable tasks and topics inquiry and evaluate their
stages • annotations and evaluation effectiveness
• create deadlines to meet of a source’s claims, value • synthesize significant
identified goals in a timely and limitations findings and conclusions
fashion • mind maps, topic charts and from an inquiry
• designing practical activities inquiry sketches to aid and • brainstorming next steps for
to accompany an inquiry. visualize analysis practical activities and/or
• images, sketches and other sharing new knowledge and
evidence of practical skills with others.
activities related to an
inquiry.

Digital services and platforms may be useful for managing inquiry projects. While the course internal
assessment is an individual task, students are encouraged to collaborate in other inquiries with students,
both in person and remotely.

Researching
Research creates and validates knowledge about the world around us. It involves considering ethics, using
diverse sources and methods, and engaging with the claims and perspectives of sources.

Research ethics
Students, with teacher support, must maintain an ethical perspective during research by:
• ensuring safe and appropriate research, given the school context and the age of students
• acknowledging the ideas, words and intellectual content taken from or adapted from others
• engaging with challenging and/or sensitive topics and examples in a responsible manner.

18 Digital society guide

 Digital society toolkit

Diverse sources for research

Researchers collect data and information by consulting primary and secondary sources, including:
• news sources representing a range of perspectives and agendas
• books, websites, articles and other predominately text-based sources
• online databases, social media feeds, blogs and posts
• images, videos, podcasts and other media sources
• live experiences, such as performances, workshops, lectures and interviews with experts and users.

Research methods
Research methods are techniques used to explore and investigate inquiry questions, support claims and
reach substantiated conclusions. Research methods are influenced by disciplinary perspectives and ways of
understanding. Research methods are categorized as qualitative, quantitative or mixed, as described in the
table below.

Qualitative Quantitative
Purpose To explore complex characteristics and To discover and organize measurable facts
behaviours of people and communities about people and communities
Data and Data and information—in the form of Numerical data and information is collected
information texts, images and multimedia materials— and/or classified using larger, sometimes
is collected through interviews, randomized, samples including those found
ethnographies, fieldwork, surveys, through surveys, polls, statistics and
observations and reviews of primary and databases
secondary literature
Analysis and Data and information is analysed and Data and information is analysed and
evaluation evaluated to determine important evaluated to determine significant patterns
themes, features and descriptive and relationships
characteristics
Findings and Findings and conclusions are organized Findings and conclusions are organized and
conclusions and presented through narrative presented through tables, charts and
description with inclusion of quotes, visualizations
details and a range of media forms

Mixed methods
Mixed methods research combines techniques of both qualitative and quantitative methods to form
complex and nuanced understanding. Mixed methods research is often interdisciplinary with the choice of
technique dependent on the purpose and audience of research.

Claims and perspectives

A source’s claims and perspectives can be explored through the following overlapping facets.
• A source’s origin and purpose involves provenance such as where a source comes from, who made it
(even if that authorship is hidden or obscured) and why it might have been created in the first place.
Origin and purpose can help determine a source’s potential bias as well as its value and limitations for
different people and communities.
• A source’s meaning and methods includes the main ideas of a source as well as the techniques used
to support these ideas. Meaning and methods can be explored by considering features such as a
source’s words, images, numerical data, graphics and/or the overall design of a source.
• A source’s corroboration and use involves determining how a source compares and contrasts with
other attempts to explain the same topic as well as how a source has been used and circulated by

Digital society guide 19

Digital society toolkit

different people, communities and platforms. Corroboration and use can help determine the
reliability, verifiability and validity of a source.

TSM resource
The TSM includes resources to further explore digital, information and media literacy.

Critical and creative thinking

Critical and creative thinking are higher-order ways of thinking that help make sense of the world around
us. Both ways of thinking are important for exploring complex topics, ideas and issues. The table describes
some of the ways critical and creative thinking may be developed and refined in the course.

Critical thinking Creative thinking

• The ability to reach reasoned judgments about a • The ability to use imagination to generate
topic, idea or issue that takes into account insight and divergent connections between
varied points of view and evidence. real-world examples with course topics.
• The ability to form a coherent appraisal of • The ability to synthesize and share ideas and
strengths, weaknesses and potential biases of insights in an engaging and compelling
claims, including one’s own. manner.

Critical and creative thinking in practice

Critical and creative thinking are most visible when students forge connections between concepts, content
and contexts. During inquiry, students practically demonstrate these ways of thinking when they:
• pose and respond to open-ended, compelling and powerful questions
• make explicit claims that go beyond simple descriptions of an idea, issue, example or topic
• explain and justify claims using relevant and appropriate evidence from diverse sources
• consider and respond to counter-claims, different viewpoints and/or evidence
• synthesize findings and insights into well-supported conclusions
• advocate for possible courses of action as appropriate to an inquiry.

TSM resource
The TSM includes resources to further explore different ways of thinking, such as design thinking,
computational thinking, algorithmic thinking and more.

Communicating
Communicating involves presenting an inquiry through multiple modes and media such as essays,
infographics, blogs, podcasts, videos and/or multimedia presentations. Effective communication results in a
compelling synthesis of purpose, organization and coherence. To develop and refine these qualities,
students should consider the following:
• the purpose of communicating such as to inform, explain or persuade
• how best to organize ideas and evidence through thoughtful arrangement, signposting and ordering
• how best to use and integrate media with coherence to engage others and support understanding.

TSM resource
The TSM includes resources highlighting different ways that students can present their inquiries.

20 Digital society guide

Approaches to teaching and learning in digital society

Inquiry in practice

Guidance for course design

Teachers and students enjoy a great deal of flexibility in the design and delivery of their version of the
course. Teachers and students should personalize an approach based on their interests to ensure relevance.
The following statements should be considered when designing and delivering the digital society course.
• An introductory directed inquiry will familiarize students with inquiry stages, approaches and toolkit.
• Collaborative, creative and practical activities will enrich student understanding throughout the
course.
• Collaboration in non-assessed inquiries is encouraged. Collaboration may involve digital society
students, both locally and globally. HL extended inquiries may also involve collaboration.
• Course inquiries should focus on specific real-world examples that involve diverse digital systems and
issues, both local and global. Real-world examples must be situated within at least one course context.
• Inquiries may combine directed, guided and open approaches.
• Stages may be addressed in a flexible, recursive and iterative way. Lessons and activities may, for
instance, target only one or two stages of inquiry.
• Inquiries can be shared in combined SL and HL cohorts.

HL-specific guidance
• Extended inquiries into challenge topics and interventions should start from the beginning of the
course.
• Extended inquiries may be designed as a standalone cycle and/or as extensions building on an inquiry
cycle shared with SL students.
• Extended inquiries may involve practical and design-oriented formative activities to test and
prototype intervention ideas and approaches. These practical activities can be used in other areas of
students’ DP experience, for example, with a CAS project.

TSM resource
The TSM includes sample inquiry plans, lessons and activities as well as support for multiple approaches to
course design and delivery.

Digital society guide 21

Syllabus

Syllabus outline

The digital society syllabus includes the following topics along with the inquiry project component.

Introduction
1.1 What is digital society?
SL and HL teaching hours: 10–15 hours

Concepts Content Contexts

2.1 Change 3.1 Data 4.1 Cultural
2.2 Expression 3.2 Algorithms 4.2 Economic
2.3 Identity 3.3 Computers 4.3 Environmental
2.4 Power 3.4 Networks and the internet 4.4 Health
2.5 Space 3.5 Media 4.5 Human knowledge
2.6 Systems 3.6 Artificial intelligence 4.6 Political
2.7 Values and ethics 3.7 Robots and autonomous 4.7 Social
technologies
SL and HL teaching hours: 105–110

Inquiry project (internal assessment) HL extension: challenges and interventions

An inquiry project into impacts and implications of 5.1 Global well-being
digital systems for people and communities. The 5.2 Governance and human rights
requirements are common to SL and HL students.
5.3 Sustainable development
SL and HL teaching hours: 30 HL teaching hours: 90

Note: The total teaching time is 150 hours to complete SL courses and 240 hours to complete HL courses.
Allocated teaching hours are recommendations only based on the requirement to integrate course
topics and components in a balanced manner. Teachers may adjust this allocation.

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Syllabus

Format of syllabus topics

Syllabus topics are common to SL and HL students with the exception of those included in the HL
extension. Syllabus topics are presented in the format described in the table below.

Prescribed enduring understandings

Prescribed enduring understandings summarize the most important ideas for students to understand,
apply, analyse, evaluate and synthesize.
Prescribed areas for inquiry Supporting details
Prescribed areas for inquiry are required Supporting details consist of possible examples,
elements of the course for students to understand, issues, terms and initial inquiry questions useful to
apply, analyse, evaluate and synthesize. support inquiry.
Areas are intended to be combined, integrated and Supporting details are suggestions and starting
connected through inquiry. points intended to spark curiosity and inspiration for
Areas are purposefully open ended to give inquiry.
teachers and students opportunities to be guided Supporting details are not exhaustive. Teachers and
by their interests, current events and new students are free to explore additional supporting
developments. details.
Supporting details may appear with multiple topics
or be helpful to consider with more than one topic.

Guidance for integrating topics through inquiry

• Topics in the syllabus are not intended to be studied in isolation. An iterative and integrative approach
to topics is encouraged so that they are addressed more than once in the delivery of the course.
• More than one inquiry may be developed using the same area for inquiry. Inquiries may also combine
multiple areas from several topics. For example, the same area for inquiry may be considered using
different combinations of course concepts, content and contexts as well as distinct real-world
examples.
• For many topics, local and current supporting details may be more appropriate than those suggested
in this guide.
• Many more supporting details are listed than are expected to be covered during the course.
• Teachers should exercise their judgment on when enough supporting detail has been addressed for
students to have gained a rich and balanced understanding of the relevant prescribed enduring
understandings and prescribed areas for inquiry.

Note: Examination questions are set using the prescribed enduring understandings and prescribed areas
for inquiry. Examination questions must be answered with relevant and accurate knowledge.

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Syllabus

1. Introduction

This section introduces digital society and should be returned to during the course to enrich
understanding.

1.1 What is digital society?

Prescribed enduring understandings
• “Digital society” is a contested term used to describe contemporary life. There may be multiple digital
societies rather than just one.
• Digital society involves the transformation of analogue processes and objects into digital forms.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
1.1A Digital society has multiple names Information age, computer age, post-industrial
society, network society, fourth industrial revolution
1.1B Digital society is characterized by uneven Digital divide(s)
access to digital systems
1.1C Milestones in the development of digital Integrated circuit, microprocessor, personal computer,
society the internet, online social networks, mobile and cloud
computing
1.1D Digital systems use binary digits to Binary, bits, bytes
represent data and information
1.1E The digital is different from the analogue Analogue
• Continuous physical qualities and signals
Digital
• Discrete signals with finite set of values
1.1F Digitization changes data and Digital preservation, digital archives, digital
information from analogue to digital reformatting
1.1G Digitalization is the use of digital systems Digitalization and disruption in education, businesses
to change the structure and/or operation and organizations
of an organization

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Syllabus

2. Concepts

Concepts are powerful, pervasive and debatable perspectives that provide insight for inquiry. Each
concept must be addressed. Students are encouraged to develop an informed foundational awareness of
distinct emphases associated with each concept rather than a comprehensive knowledge of each concept.
Concepts invite young people to “think like a practitioner” by considering, for instance, how a geographer,
sociologist, anthropologist or ethicist might approach the impact and implications of different digital
systems in the world. The enduring understanding for each concept indicates some of the subjects,
disciplines and fields that explore and investigate digital society.

2.1 Change
Prescribed enduring understandings
• Change in digital society is explored and investigated by diverse subjects, fields and professions, such
as history, science and technology studies (STS) and future studies.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
2.1A Change is the evolution, transformation, Possible initial inquiry questions:
adaptation or movement from one form, • What is a technological revolution?
state or value to another.
• Is technological change and innovation distinct
from historical change?
2.1B Change involves understanding and Possible initial inquiry questions:
evaluating people, ideas, objects and • What caused change in the past? What is driving
forces that shape the world: past, present change in the present?
and future.
• What obligations do we have toward future
generations? How might digital systems and
technologies help us meet these obligations?
2.1C The nature and importance of change is Possible initial inquiry question:
debated. • Is progress an inevitable outcome of advances in
digital systems and technologies?
2.1D Change may indicate continuity or Possible initial inquiry question:
discontinuity with prior established ways • How might past events, patterns or trends help
of understanding or doing things. us to forecast future developments?

2.2 Expression
Prescribed enduring understandings
• Expression in digital society is explored and investigated by diverse subjects, fields and professions,
such as media studies, digital humanities, communications, languages and literature, the arts, film
and art history.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)

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2. Concepts

2.2A Expression is the act, process or instance Possible initial inquiry question:
of representing ideas, emotions and/or • In what ways do digital systems influence how we
experiences using different modes and express ourselves?
media.
2.2B Expression serves many functions, Possible initial inquiry question:
including storytelling, world-building, • What different kinds of stories are possible
artistic innovation and political activism. through digital media?
2.2C Expression brings people and Possible initial inquiry question:
communities together while also • Are there forms of digital expression that should
introducing significant dilemmas. be limited? Who decides and how?

2.3 Identity
Prescribed enduring understandings
• Identity in digital society is explored and investigated by diverse subjects, fields and professions, such
as psychology, cultural studies, political science, social and cultural anthropology, sociology and
philosophy.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
2.3A Identity helps define a person, group, Possible initial inquiry questions:
social entity and/or community. • How do different fields and professions
understand digital identity?
• Does a robot have an identity?
2.3B Identity is not static but changes over Possible initial inquiry questions:
time and according to context and the • How do online identities change over time?
perspectives of others.
• How do digital systems and technologies
influence or construct identity?
2.3C Identities are intersectional and may Possible initial inquiry question:
include aspects related to age, nationality, • To what extent do different aspects of our
religion, culture, gender, sexuality, race, identity intersect on digital platforms?
ethnicity as well as social and economic
class.

2.4 Power
Prescribed enduring understandings
• Power in digital society is explored and investigated by diverse subjects, fields and professions such
as global politics, social and cultural anthropology. political science, public policy, philosophy,
sociology and law.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
2.4A Power is a feature of all social relations Possible initial inquiry question:
that involves a person’s or group’s • How is power embedded or exercised through a
capacity to influence or control the specific digital system, technology or platform?
actions of others.

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 2. Concepts

2.4B Power is structural and embedded within Possible initial inquiry question:
institutions, organizations and • Do digital systems and technologies enable or
governments. constrain the exercise of power?
2.4C Power is not equally distributed. Possible initial inquiry questions:
• Is it inevitable that power in digital society is
unequally distributed?
• How might digital systems and technologies
influence the distribution of power?

2.5 Space
Prescribed enduring understandings
• Space in digital society is explored and investigated by diverse subjects, fields and professions such
as mathematics, geography, design, social and cultural anthropology, immersive media, sociology,
architecture and urban planning.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
2.5A Humans organize, construct and Possible initial inquiry questions:
represent space based on physical, • How do digital systems and technologies affect
geographic, cultural and/or social features how we experience specific spaces and
(for example, into locations, regions, locations?
borders, zones).
• Do physical or political borders still have
meaning in a digital society?
2.5B Different spaces often serve distinct Possible initial inquiry questions:
functions for people and communities. • In what kinds of spaces do digital divides exist?
• How does online space differ from physical
space? How are they similar?
2.5C Access, movement and flows are Possible initial inquiry question:
significant considerations involving space. • How does media circulate and move through
digital society?
2.5D Space can be understood using multiple Possible initial inquiry question:
scales and dimensions, including local, • To what extent does physical space influence
regional, national and global as well as virtual space (and vice versa)?
virtual.

2.6 Systems
Prescribed enduring understandings
• Systems in digital society is explored and investigated by diverse subjects, fields and professions such
as sociology, environmental systems and societies (ESS), science and technology studies (STS),
information science, computer science and design.
• Systems thinking provides powerful tools for understanding human, natural and built environments,
and the role of people and communities within them.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)

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2. Concepts

2.6A Systems provide one way to think about Possible inquiry question:
structure and order in human, natural and • Are digital systems distinct from social systems?
built environments.
2.6B Systems involve sets of interacting, Possible inquiry question:
interdependent and/or interconnected • What are the human elements involved in the
elements. design or use of a specific digital system?
2.6C Changes within a system of Possible inquiry question:
interdependent connections may • How might a new technology result in
generate intended and unintended unintended consequences in digital society?
consequences.
2.6D Models, maps and visualizations can help Possible inquiry question:
us understand connections within and • What do models and maps reveal about a digital
between systems. system or technology?

2.7 Values and ethics

Prescribed enduring understandings
• Values and ethics in digital society are explored and investigated by diverse subjects, fields and
professions such as ethics, philosophy, world religions, law and public policy.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
2.7A Values and ethics are ways to determine Possible inquiry question:
possible distinctions between right and • Can we program or code values and ethics into
wrong, fair and unfair, just and unjust, AI?
legal and illegal, proper and improper.
• Can there be a universal system of digital ethics?
2.7B Values and ethics guide human action in Possible inquiry question:
the world, including individual and group • Do robots have ethics? Should they?
conduct, and decision-making.
2.7C Values and ethics may be personal, Possible inquiry question:
shared, collective and/or professional. • Do hackers share values or an ethical code?
2.7D Values and ethics are expressed through Possible inquiry question:
frameworks, codes, rules, policies and • What happens when different ethical
laws. frameworks are applied to the same issue in
digital society?
2.7E Values and ethics influence and shape Possible inquiry question:
ideas, objects, practices, systems and • Do the designers of digital technologies have an
spaces. ethical obligation to their users?

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Syllabus

3. Content

Content informs inquiries with details related to digital systems. Each content topic must be addressed.
Students are not expected to cultivate an in-depth knowledge of every aspect related to digital systems. It
is not possible, for instance, to fully explore every digital system relevant to the course.

3.1 Data
Prescribed enduring understandings
• There are many types, uses and ways of representing data.
• Big data and data analytics involve extracting and processing useful information in ways that are
often impossible for humans.
• There are significant opportunities and dilemmas associated with data in digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.1A Data as distinct from information, Data, information, knowledge and wisdom (DIKW)
knowledge and wisdom pyramid
3.1B Types of data • Quantitative and qualitative
• Cultural, financial, geographical, medical,
meteorological, transport, scientific, statistical
• Metadata
3.1C Uses of data • Identify trends, patterns, connections and
relationships between different items
• Collect and organize measurable facts about
people and communities
3.1D Data life cycle Create/collect/extract, store, process, analyse, access,
preserve, reuse
3.1E Ways to collect and organize data • Primary and secondary data collection
• Databases organize and structure collections of
data so that they are accessible, manageable and
capable of being updated.
• Data classifications and relationships
3.1F Ways of representing data Charts, tables, reports, infographics, visualizations
3.1G Data security • Encryption, data masking, data erasure
• Blockchain
3.1H Characteristics and uses of big data and Characteristics
data analytics • Volume, variety, velocity, veracity
Uses
• Predictive analysis, modelling, understanding
past, current and future human behaviour
3.1I Data dilemmas • Data bias, reliability and integrity

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3. Content

• Control, ownership and access to data

• Data privacy, anonymity and surveillance,
personally identifiable information

3.2 Algorithms
Prescribed enduring understandings
• Algorithms are defined sequential steps or instructions to solve a specific problem or perform a task.
• The effectiveness of an algorithm is often evaluated according to its efficiency.
• The use of algorithms poses significant opportunities and dilemmas in digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.2A Characteristics of an algorithm Unambiguous, finite, well-defined inputs and outputs,
feasible
3.2B Components of an algorithm Instructions, variables, conditionals, loops
3.2C Ways of representing algorithms Natural language, flow chart, code, programming
languages
3.2D Uses of algorithms • Sorting, searching, filtering, prioritizing,
classifying, associating, counting
• Programming, software development and
implementation
• Machine learning, neural networks and in the
creation of other algorithms
3.2E Algorithmic dilemmas • Algorithmic bias and fairness
• Algorithmic accountability and transparency,
black box algorithms
• Erosion and/or loss of human judgment

3.3 Computers
Prescribed enduring understandings
• A computer is a machine that automatically executes sets of instructions to perform specific tasks.
• Computers have evolved over time and are increasingly ubiquitous in the everyday life of people and
communities.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.3A Types of computers Mainframe, server, personal computer, tablet, smart/
mobile device, wearable computers and devices
3.3B Components of a computer Hardware
• Motherboard, central processing unit, memory,
storage, graphics and sound components, power
supply, input and output devices, sensors
Interfaces
• User interfaces, such as graphic and haptic

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 3. Content

Software
• Operating system software
• Software applications, apps
• Malicious software
3.3C Uses and forms of computer coding Computer coding and programming uses specific
languages and rules to communicate instructions to
computers.
3.3D Evolution of computing • Generations in computing, for example, first to
fifth generations of computing
• Moore’s law
• Emerging areas of computing, such as quantum
computing

3.4 Networks and the internet

Prescribed enduring understandings
• Networks connect computers, people and communities allowing data and information to be created,
accessed and shared in a distributed manner.
• Networks and the internet are defining features of digital society that have evolved over time.
• Networks and the internet involve significant opportunities and dilemmas for life in digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.4A Types of computing networks • Wired, wireless, cloud
• Personal area network (PAN), local area network
(LAN), metropolitan area network (MAN), wide
area network (WAN)
• Client-server, peer-2-peer (P2P)
3.4B Components of computing networks • Client, server, modem, router, switch, hub,
channels, network interface
3.4C Characteristics of computing networks Standards and protocols
• Interoperability, domain names, addresses
Security
• Identification, authentication, encryption
• Firewall, proxy server, virtual private network
(VPN), security layers
Capacity
• Bandwidth, data compression, net neutrality
Infrastructure
• Internet backbone
3.4D Computing network providers and Providers
services • Internet service provider
Services
• Chat, texting, email, file sharing, VOIP, online
messaging, hosting, video conferencing

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3. Content

3.4E The world wide web • As distinct from the internet

• URL, HTTP, browser
• The World Wide Web Consortium (W3C)
3.4F Evolution of the internet and the web • Innovators and innovations in the early
development of the internet and web
• Rise of online social media platforms
• Internet of things and ubiquitous networking
3.4G Internet dilemmas • Privacy, anonymity and surveillance, the right to
be forgotten, spyware, identity theft
• Cybercrime, hacking, viruses, spam, social
engineering, ransomware, denial of service, dark
web, trolling

3.5 Media
Prescribed enduring understandings
• Digital media are defined by the convergence of computing, communication and content.
• Digital media are created and distributed through multiple channels and platforms.
• Digital media are associated with significant opportunities and dilemmas in digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.5A Types of digital media • Text, images, audio, animations, video, web
pages
• Gaming and e-sports
• Blogs, vlogs, podcasts, vodcasting and live
streaming, hashtags, memes, wikis, streaming
media
• User-generated content
• Synthetic digital media, such as artificial
intelligence (AI)-generated media and deepfakes
3.5B Characteristics of digital media Rapid sharing, efficient storage, interactive, linear and
non-linear content, convergence (of media forms and
layers)
3.5C Immersive digital media Augmented reality (AR), virtual reality (VR), mixed
reality (MR) and X reality (XR) technologies
3.5D Digital media dilemmas • Addiction and other psychological concerns
• Impact on journalism, for example, fragmentation
and consolidation in the media industry
• Media authenticity, sourcing and deepfakes
• Ownership, copyright, copyleft, Creative
Commons, open source, remix culture
• Media obsolescence and digital preservation
• Censorship, content filters, moral panics, decency
standards, offensive speech, objectionable
content

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 3. Content

3.6 Artificial intelligence

Prescribed enduring understandings
• Artificial intelligence (AI) involves agents, devices or systems that adapt to perform tasks (or appear to
do so) that once required the cognitive and creative processes of human beings.
• There are several types of existing, emerging or proposed AI. These categories frequently overlap or
are contested.
• AI has evolved over time and introduces significant opportunities and dilemmas in digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
3.6A Types of AI Strong, full, general, weak, narrow, domain-specified
• The Turing test
3.6B Types and uses of machine learning Types
• Supervised, unsupervised, reinforcement
learning, deep learning
Uses
• Pattern recognition, facial and speech
recognition, image analysis, natural language
processing
3.6C Uses of artificial neural networks Learn and model complex and non-linear
relationships, generalize from initial inputs
3.6D Evolution of AI • AI in science fiction and philosophy
• Cybernetics
• AI winters
• The singularity and the multiplicity
3.6E AI dilemmas • Fairness and bias in design and use
• Accountability in design and use
• Transparency in design and use
• Uneven and underdeveloped laws, regulations
and governance
• Automation and displacement of humans in
multiple contexts and roles

3.7 Robots and autonomous technologies

Prescribed enduring understandings
• Robots and autonomous technologies demonstrate a capacity to sense, think and/or act with some
degree of independence.
• Robots and autonomous technologies have evolved over time and are increasingly ubiquitous,
pervasive and woven into the everyday lives of people and communities.
• Robots and autonomous technologies introduce significant opportunities and dilemmas in digital
society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)

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3. Content

3.7A Types of robots and autonomous Robots

technologies • Industrial and productivity robots, service robots,
social robots
Autonomous technologies
• Internet of things, autonomous vehicles, drones,
virtual assistants
3.7B Characteristics of robots and autonomous • Sensory inputs for spatial, environmental and
technologies operational awareness
• The ability to logically reason with inputs, often
using machine vision and/or machine learning
• The ability to interact and move in physical
environments, sometimes remotely
• The demonstration of some degree of autonomy
3.7C Evolution of robots and autonomous • Early forms of robots and autonomous
technologies technology
• Robots in science fiction and philosophy
• Use in industry and manufacturing
• Expanding interactions with human users
• Machine consciousness, cognitive robotics and
robot rights
3.7D Robots and autonomous technology • Anthropomorphism and the uncanny valley
dilemmas • Complexity of human and environmental
interactions
• Uneven and underdeveloped laws, regulations
and governance
• Displacement of humans in multiple contexts and
roles

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Syllabus

4. Contexts

Contexts situate inquiry into areas significant to life in digital society. Each context must be addressed.
Students are not expected to cultivate an in-depth knowledge of every issue relevant to course contexts. It
is not possible to fully explore all contextual details about life in a digital society.
By the end of the course, students must be able to understand, analyse and evaluate unseen real-world
examples as well as the impacts and implications of digital systems relevant to each context.

4.1 Cultural
Prescribed enduring understandings
• The cultural context includes ways that people and communities express themselves as well as how
they live, travel and associate together in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.1A Arts, entertainment and popular culture • Genres, techniques and forms
• Ways to experience art and entertainment, such
as online galleries and exhibitions, streaming
platforms
• Memes, online forums, internet celebrities and
influencers
4.1B Home, leisure and tourism • Home appliances, services and technologies
• Sports, gaming and hobbies
• Travel, sharing platforms and tourism
4.1C Heritage, customs and celebrations • Rites of passage
• Expression and preservation of cultural heritage,
customs and celebrations
4.1D Subcultures • Youth cultures
• Online communities and forums

4.2 Economic
Prescribed enduring understandings
• The economic context includes ways that people and communities work as well as how they
exchange goods and services in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.2A Business • Operation and organization of businesses
• Diversity in businesses and corporations

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4. Contexts

4.2B Employment and labour • Working practices, for example, office design,
remote working, digital nomadism and employee
organizations
• Crowd work, microwork and gig economies
• Automation and employment
4.2C Goods, services and currencies • E-commerce, e-trading and online marketplaces
• Personalized and targeted marketing
• Cryptocurrency, non-fungible tokens (NFTs),
cashless society and micro-transactions
• Additive manufacturing
4.2D Globalization • Borderless selling and global sourcing
• Offshoring, outsourcing, reshoring, inshoring,
and insourcing

4.3 Environmental
Prescribed enduring understandings
• The environmental context includes ways that people and communities interact with the natural and
built worlds around them in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.3A Natural resources and ecosystems • Use and distribution of natural resources,
including in digital systems and devices
• Protection and threats to ecosystems and
biodiversity
• Natural events and disasters
4.3B Pollution and waste • Recycling and waste management
• Types of pollution, including air, water, solid,
noise and light pollution
• Green computing, e-waste, planned
obsolescence
4.3C Cities, infrastructures and built • Design and use of urban spaces and cities
environments • Local and regional infrastructures
• Transportation and wayfinding, maps, global
positioning systems (GPS) and geographic
information systems (GIS)
4.3D Agriculture • Agricultural production and distribution

4.4 Health
Prescribed enduring understandings
• The health context encompasses the physical and mental health of people and communities as well
as changing understandings of the human body in a digital society.

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 4. Contexts

Prescribed areas for inquiry Supporting details (possible examples, issues,

terms and initial inquiry questions)
4.4A Medicine and health • Approaches to the design and delivery of medical
diagnostics and care
• Medical research and development
• Health and wellness records, monitoring and
tracking
4.4B The human body • Human enhancement, bio-hacking, implanted
technology, exoskeletons and organ printing
• Accessibility approaches for differently abled
people and communities
• Ergonomic design
4.4C Mental health • Approaches to understanding and ensuring
mental health
• Intersections of digital systems and mental
health, for example, attention, addiction and
anxiety

4.5 Human knowledge

Prescribed enduring understandings
• The human knowledge context encompasses ways that people and communities learn and create
new knowledge in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.5A Learning and education • Design and delivery of formal education, for
example, in schools and remote learning
• Approaches to non-formal and post-formal
education, for example, skill training, competency
development and self-directed learning
• Digital pedagogies
4.5B Science and technology innovation • Approaches to scientific and technology research
and development

4.6 Political
Prescribed enduring understandings
• The political context encompasses ways that people and communities operate, organize and govern
themselves politically in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.6A Political processes • Voting and campaigning
• Formal and informal forms of political
participation, such as lobbying, political
movements and activism

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4. Contexts

• Political advertising and propaganda

4.6B Governing bodies • Organization and role of local, regional, national
and global governing institutions
• Non-governmental organizations (NGOs)
• Non-state political actors
4.6C Conflicts and war • Warfare and terrorism
4.6D Laws, regulations and policies • Crime and lawbreaking
• Surveillance and monitoring
• Public and private policy, including professional
codes, rules and regulations

4.7 Social
Prescribed enduring understandings
• The social context encompasses ways that people and communities are grouped as well as how they
understand and form relationships with others in a digital society.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
4.7A Social components of identity • Aspects related to international-mindedness
and/or common humanity
• Age and demographic components
• Gender, gender expression and sexuality
• Race and ethnicity
• Ability status
• Religious beliefs and practices
4.7B Social class • Organization, role and impacts of social class
• Intersection of social class in major areas of life,
such as employment, education, health and
illness, housing
4.7C Families and relationships • Ways of understanding, forming and connecting
families
• Friendship, companionship and personal
relationships
• Online relationships and group memberships

38 Digital society guide

Syllabus

5. HL extension

In the HL extension, students conduct extended inquiries to address challenge topics and interventions
in digital society.

Conducting extended inquiries

Extended inquiries align to the inquiry stages and approaches discussed in the “Approaches to teaching and
learning in digital society” section of the guide.
Extended inquiries should start from the beginning of the course and may be standalone activities or build
on an inquiry shared with SL students. Collaboration in extended inquiries may take the form, for example,
of sustained inquiry shared among multiple HL students with particular interests in different course
concepts and/or contexts. The goal is for students to develop a challenge mindset and team-based
approach to the HL extension.
During (or as part of) extended inquiries, practical and design-oriented formative activities are an effective
way to test and prototype intervention ideas and approaches to challenge topics. Such activities can be
adapted for use with a CAS project or other practical portfolio.
Detailed steps for conducting an extended inquiry follow below.

Step 1: Create an extended inquiry focus

Students create an extended inquiry focus that integrates a prescribed area for inquiry from one of the
challenge topics.

5.1 Global well-being 5.2 Governance and human rights 5.3 Sustainable development
Prescribed areas for inquiry Prescribed areas for inquiry Prescribed areas for inquiry
• Local and global inequalities • Conflict, peace and security • Climate change and action
• Changing populations • Participation and representation • Use of resources
• The future of work • Diversity and discrimination • Managing pollution and
waste

Step 2: Explore and investigate challenges

Students explore sources and investigate their extended inquiry focus by considering some of the following
questions.
• What is the relationship between digital systems and this challenge?
• What is the nature and scope of this challenge in digital society?
• What course concepts, content and contexts will be most helpful to consider with this challenge?
• How does this challenge manifest itself at local and global levels?
• Who are the specific people and communities affected by this challenge?
• What are some impacts and implications related to this challenge?

Step 3: Identify interventions

As part of the HL extension framework, students must identify at least one intervention for each prescribed
area for inquiry.

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5. HL extension

Interventions studied in the HL extension must involve digital systems, but they do not need to always refer
to discrete devices, services, apps or platforms. A policy or rule change, for example, may also be
considered as an intervention that involves digital systems.
Interventions may fall into one or more of the categories described in the table.

Categories of intervention
Mitigates The intervention mitigates or reduces negative aspects relevant to a challenge.
Intercedes The intervention intercedes to change a process and/or trend contributing to
negative aspects relevant to the challenge.
Enhances The intervention enhances positive or effective aspects relevant to a challenge.
Resolves The intervention resolves negative aspects relevant to a challenge.

Intervention categories may overlap and inform one another, but each identified intervention must lend
itself to sustained investigation involving specific people and/or communities.

Step 4: Evaluate interventions and recommend steps for future

action
As part of the HL extension framework, students must evaluate at least one intervention for prescribed area
for inquiry and consider recommended steps for future action.
The table below provides criteria for students to use in their evaluations and recommendations. Students
do not need to address all evaluation criteria with each intervention but should select those criteria most
relevant and appropriate to their specific extended inquiry.

Intervention evaluations and recommendations

Evaluation Description Steps for future action
criteria
Equity Does the intervention equitably address the • What are the recommended steps to
needs, claims and interests of specific address inequities?
people and/or communities affected by the • How could the intervention be made
challenge? more equitable for more people?
This may involve, for example,
considerations of fairness, inclusion and
reciprocity.
Acceptability Do specific affected people and/or • What are the recommended steps to
communities view the intervention as address the acceptability of the
acceptable? intervention for the affected people
This may involve, for example, and/or communities in question?
considerations of accountability and • How could the intervention be made
transparency for people and communities. more accountable and transparent?
Cost What are the financial, social, cultural and • What are the recommended steps to
environmental costs associated with the address costs to ensure a better
intervention? balance with the benefits of the
Do these costs outweigh the benefits of the intervention?
intervention?
Feasibility Is the intervention technically, socially and • What are the recommended steps to
politically feasible? address some of these barriers?
What are some of the current or emerging
barriers to implementing the intervention?

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 5. HL extension

Intervention evaluations and recommendations

Evaluation Description Steps for future action
criteria
Innovation Is the intervention innovative in its • What are the recommended steps to
approach or has this approach been adapt or refine the intervention to
unsuccessfully attempted before? avoid risks, failures or limitations?
What type of innovation is the intervention?
For instance, an incremental, sustaining
and/or disruptive innovation?
Ethics Is the intervention ethically sound? • What are the recommended steps to
How and who determines the ethical status ensure that the intervention is
of the intervention? developed and/or used in an ethical
manner?

Additional guidance for extended inquiries

The following statements should be considered when conducting extended inquiries.
• Each challenge topic and its prescribed enduring understandings and prescribed areas for inquiry
must be addressed at some point during the course.
• Each intervention criteria must be addressed at some point during the course. However, every
intervention studied need not address each criterion.
• Challenge topics do not directly align with only one course concept, content topic or context.
Challenge topics are designed to be integrated using multiple and changing combinations of
concepts, content and contexts.
• Students are not expected to cultivate an in-depth knowledge of every issue relevant to each
challenge topic. It is not possible, for example, to fully explore all details about sustainable
development in digital society.
• By the end of the course, students must be able to identify, analyse and evaluate an intervention for
each challenge topic. Students must also be able to recommend steps for future action in response to
an unseen intervention.

5.1 Global well-being

Prescribed enduring understandings
• Global well-being is a significant challenge involving diverse issues and concerns. Global well-being
intersects in important ways with many digital systems.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
5.1A Local and global inequalities • Economic inequality and stratification
• Food insecurity and access to safe, nutritious and
sufficient food
• Access to health care and medicine
5.1B Changing populations • Population growth
• Shifting demographics, for example aging and
youth populations
• Migration and the movement of people
5.1C The future of work • Automation and employment

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5. HL extension

• Ensuring meaningful and secure employment

• Addressing the collective needs of workers

Sample extended inquiry interventions

The following are possible examples of interventions that students might consider during extended
inquiries into prescribed areas of this challenge topic.
• A government agency develops a track and trace app to mitigate the local impact of a global
pandemic disease.
• A non-governmental organization (NGO) proposes to employ a big data approach to better
understand and represent a refugee crisis.
• Employees at a ride-sharing platform create an organization to share experiences and to construct an
employee charter to advocate for better working conditions.
These are examples only. Students should, as part of their extended inquiries, consider their own real-world
examples and interventions to evaluate their effectiveness as well as to recommend steps for future action.

5.2 Governance and human rights

Prescribed enduring understandings
• Governance and human rights are significant challenges in digital society. Governance and human
rights intersect in important ways with many digital systems.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
5.2A Conflict, peace and security • Wars and civil conflicts
• Regional, national and global security
5.2B Participation and representation • Political speech and activism
• Access and representation in governing bodies
and institutions
5.2C Diversity and discrimination • Gender equality
• Racial and ethnic discrimination
• Ability, access and inclusion
• Tolerance for religions and cultural differences

Sample extended inquiry interventions

The following are possible examples of interventions that students might consider during extended
inquiries into prescribed areas of this challenge topic.
• A peace activist creates an online social network to connect with prominent activists around the globe.
• A student develops an online information campaign to highlight dates and times for local government
meetings.
• A microblogging platform announces an automated rating system to label and/or block hate speech
from their users.
These are examples only. Students should, as part of their extended inquiries, consider their own real-world
examples and interventions to evaluate their effectiveness as well as to recommend steps for future action.

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 5. HL extension

5.3 Sustainable development

Prescribed enduring understandings
• Sustainable development is a significant challenge in digital society. Sustainable development
intersects in important ways with many digital systems.
Prescribed areas for inquiry Supporting details (possible examples, issues,
terms and initial inquiry questions)
5.3A Climate change and action • Global efforts to address climate change
• National, regional and local efforts to address
climate change
5.3B Responsible use of resources • Responsible consumption, production and
distribution of products and services
• Designing for responsible use of shared
infrastructures and resources, for example,
energy, transportation and built spaces
5.3C Managing pollution and waste • Pollution and waste monitoring
• Pollution and waste prevention
• Pollution and waste reduction

Sample extended inquiry interventions

The following are possible examples of interventions that students might consider during extended
inquiries into prescribed areas of this challenge topic.
• A science organization provides a live-streaming feed of ice-shelf activity to raise awareness of climate
change.
• A company offers a 3D printing service for customers to design housing goods using recycled plastic.
• A digital artist promotes circular economy principles with an augmented reality app that visualizes the
waste implications of common purchases.
These are examples only. Students should, as part of their extended inquiries, consider their own real-world
examples and interventions to evaluate their effectiveness as well as to recommend steps for future action.

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Assessment

About DP assessment

Assessment is an integral part of learning and teaching. The most important aims of assessment are to
support and encourage student learning. Both external and internal assessments are used in the DP.
IB examiners mark work produced for external assessment, while work produced for internal assessment is
marked by teachers and externally moderated by the IB.
The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to
assessment judges students’ work by their performance in relation to identified levels of attainment, and
not in relation to the work of other students.

Assessment-related resources
For more information about assessment in the IB, please refer to the following resources.

Assessment
• Diploma Programme Assessment procedures (updated annually)
• Assessment principles and practice—Quality assessments in a digital age
• Conduct of examinations booklet (updated annually)
• Programme standards and practices

Assessment access and inclusion

• Access and inclusion policy
• Learning diversity and inclusion in IB programmes
• “B1 General regulations: Diploma Programme” in the Diploma Programme Assessment procedures

Academic integrity
• Academic integrity page
• Academic honesty in the IB educational context
• Effective citing and referencing
• Diploma Programme: From principles into practice (For use from August 2015)
• “B1 General regulations: Diploma Programme” in the Diploma Programme Assessment procedures
• “C5 Academic honesty” in the Diploma Programme Assessment procedures (updated annually)

TSM resource
The TSM includes resources to students and teachers as they prepare for assessment.

Assessment methods
External assessment
Two methods are used to externally assess students in the course.
Analytic markschemes—these are prepared for examination questions that expect a particular kind of
response and/or a given final answer from students. They give detailed instructions to examiners on how to

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 About DP assessment

break down the total mark for each question for different parts of the response. The analytic markschemes
are specific to each examination and are published separately in a markscheme document.
Markbands—these are comprehensive statements of expected performance against which responses are
judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor
corresponds to a range of marks to differentiate student performance. A best-fit approach is used to
ascertain which particular mark to use from the possible range for each level descriptor. Markbands are
aligned to the assessment objectives established for the digital society course and the individuals and
societies grade descriptors. Markbands are published in this guide.

Internal assessment
Internal assessments are marked by the teacher and submitted for external moderation. Assessment criteria
are used to internally assess students in the course.
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a
particular competency or skill that students are expected to demonstrate. An assessment objective
describes what students should be able to do, and assessment criteria describe how well they should be
able to do it. Using assessment criteria allows discrimination between different answers and encourages a
variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level
descriptor is worth one or more marks. Each criterion is applied independently using a best-fit approach.
The maximum marks for each criterion may differ according to the criterion’s importance. The marks
awarded for each criterion are added together to give the total mark for the piece of work. Details on the
use of assessment criteria are provided with the internal assessment criteria below.

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Assessment

Assessment outline

SL assessment outline
Assessment component Weighting
External assessment (2 hours 45 minutes) 70%
Paper 1 (1 hour 30 minutes) 40%
Four structured questions that address the common SL and HL syllabus and real-world
examples in an integrated way.
Students answer two of four structured questions.
(40 marks)
Paper 2 (1 hour 15 minutes) 30%
Four source-based questions that address the common SL and HL syllabus in an
integrated way. Sources may include text, visuals, data, diagrams and/or infographics.
Students answer all four questions.
(24 marks)
Internal assessment 30%
Inquiry project (30 hours)
Students conduct an inquiry into impacts and implications of digital systems for people
and communities. The submission requirements for the project include:
• an inquiry process document not to exceed 1500 words
• a recorded multimedia presentation that does not exceed 10 minutes
• a list of references.
(24 marks)

HL assessment outline
Assessment component Weighting
External assessment (4 hours 45 minutes) 80%
Paper 1 (2 hours 15 minutes) 35%
Six questions in two sections that address syllabus topics and real-world examples in an
integrated way.
Section A
Students answer two of four structured questions on the common SL and HL syllabus.
Section B
Students answer one of two extended response questions based on the HL extension.
(52 marks total)
Paper 2 (1 hour 15 minutes) 20%

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 Assessment outline

Assessment component Weighting

Four source-based questions that address the common SL and HL syllabus in an
integrated way. Sources may include text, visuals, data, diagrams and/or infographics.
Students answer all four questions.
(24 marks)
Paper 3 (1 hour 15 minutes) 25%
Questions that address an intervention related to an HL extension challenge topic. A
brief statement indicating the real-world nature of a selected challenge topic will be
released prior to the examination.
Students answer all four questions.
(30 marks)
Internal assessment 20%
Inquiry project (30 hours)
Students conduct an inquiry into impacts and implications of digital systems for people
and communities. The submission requirements for the project include:
• an inquiry process document not to exceed 1500 words
• a recorded multimedia presentation that does not exceed 10 minutes
• a list of references.
(24 marks)

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Assessment

External assessment

About external assessment

External assessment in the course consists of two examination papers at SL and three examination papers
at HL that are externally set and externally moderated. Examination papers allow students to demonstrate
learning aligned to the stated assessment objectives and the digital society syllabus. All questions on
examination papers will be based in the topics contained in this guide.

Command terms
Assessment components in the course use specific command terms that direct students to demonstrate
learning across multiple levels of increasing complexity. Command terms are scaffolded according to
assessment objective levels from AO1 to AO3.
Examination questions may use any command term from the assessment objective level specified in the
paper descriptions found in this guide.
The command terms used in examinations are indicated below and defined in the “Glossary of command
terms” in the appendices.
Students and teachers must be familiar with the command terms used in the course.

Assessment objective level Command terms Description

(AO)
AO1: Knowledge and Define Command terms that require students to
understanding Identify demonstrate knowledge and understanding.

Describe
Outline
State
AO2: Application and analysis Analyse Command terms that require students to
Distinguish demonstrate application and analysis.

Explain
Suggest
AO3: Evaluation and synthesis Compare Command terms that require students to
Compare and contrast demonstrate evaluation and synthesis.
Contrast
Discuss
Examine
Evaluate
Justify
To what extent
Recommend

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 External assessment

Relevant and accurate knowledge

Students are expected to support their responses with relevant and accurate knowledge, which can include
real-world examples studied during inquiries. When real-world examples are used, students should not just
state the example as this is too limited but should also offer some explanation of the example in relation to
the question. Students are expected to use terminology consistent with relevant and accurate knowledge.
Terminology may be included in examinations that is not indicated in syllabus topics. Where appropriate,
additional terminology will be defined on the examination papers.

Download: External assessment details and markbands (PDF)

External assessment details—SL

Paper 1
Duration: 1 hour 30 minutes
Weighting: 40%
Students answer two of four structured questions that address real-world examples and the common SL
and HL syllabus. In the third part of each question, students may be asked to include, as appropriate, real-
world examples that they have studied during the course.
Each structured question will include the parts outlined below.

Part / AO Description
marks level
Part a AO1 Requires knowledge and understanding and may be subdivided into multiple
6 marks parts.

Part b AO2 Requires application and analysis and may be subdivided into multiple parts.
6 marks
Part c AO3 Requires evaluation and synthesis.
8 marks

Paper 2
Duration: 1 hour 15 minutes
Weighting: 30%
Paper 2 is the same for SL and HL.
Students respond to four questions involving a range of sources that address the common SL and HL
syllabus. Sources may include text, visuals, data, diagrams and/or infographics.
The question structure for paper 2 is outlined below.

Question / AO level Description

marks
Question 1 AO1 Question 1 requires knowledge and understanding related to a source. This can
2 marks be demonstrated, for example, by identifying a claim or perspective from a
source or by describing information about an infographic, diagram or data-based
source.
Question may be subdivided into multiple parts.
Question 2 AO2 Question 2 requires application and analysis related to the sources. This can be
4 marks demonstrated, for example, by analysing how a term is used or by explaining a
claim or perspective from a source.

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External assessment

Question / AO level Description

marks
Question may be subdivided into multiple parts.
Question 3 AO3 Question 3 requires comparing and/or contrasting two of the sources. This may
6 marks be demonstrated, for example, by comparing and/or contrasting claims and
perspectives of sources.
Students may be asked to make use of their own knowledge from the course.
Question 4 AO3 Question 4 requires evaluation and synthesis that integrates sources with
12 marks knowledge from the course.

External assessment markbands—SL

Paper 1, part c
In addition to paper-specific analytic markschemes used for all questions, marks for part c are also allocated
using markbands. While level descriptors are written in the form of individual bullet points, markbands are
applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 • The response shows limited understanding of the demands of the question.
• There is limited relevant knowledge. The response is descriptive and consists mostly
of unsupported generalizations.
• The response has limited organization or is only a list of items.
3–4 • The response shows some understanding of the demands of the question.
• Some relevant knowledge is demonstrated, but this is not always accurate and may
not be used appropriately or effectively. The response moves beyond description to
include some analysis, but this is not always sustained or effective.
• The response is partially organized.
5–6 • The response shows adequate understanding of the demands of the question.
• Response demonstrates adequate and effective analysis supported with relevant
and accurate knowledge.
• The response is adequately organized.
7–8 • The response is focused and demonstrates an in-depth understanding of the
demands of the question.
• Response demonstrates evaluation and synthesis that is effectively and consistently
supported with relevant and accurate knowledge.
• The response is well-structured and effectively organized.

Paper 2, question 4
In addition to paper-specific analytic markschemes used for all questions, marks for question 4 are also
allocated using markbands. While level descriptors are written in the form of individual bullet points,
markbands are applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

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 External assessment

Marks Level descriptor

1–3 • The response shows a limited understanding of the demands of the question.
• There is limited relevant knowledge.
• Evidence from sources is not integrated with the response.
• The response has limited organization.
4–6 • The response shows some understanding of the demands of the question.
• Some knowledge is demonstrated but this is not always relevant or accurate.
• Evidence from sources is partially integrated into the response.
• The response is partially organized.
7–9 • The response shows adequate understanding of the demands of the question.
• Relevant and accurate knowledge is demonstrated with some lapses.
• There is adequate integration of evidence from the sources, but this is not always
sustained.
• The response is adequately organized.
10–12 • The response is focused and shows an in-depth understanding of the demands of
the question.
• Relevant and accurate knowledge is demonstrated throughout, adding insight to
the response.
• There is consistent and effective integration of evidence from the sources.
• The response is well-structured and effectively organized.

External assessment details—HL

HL paper 1
Duration: 2 hours 15 minutes
Weighting: 35%
Students answer questions in two sections.
For Section A, students answer two of four structured questions that address real-world examples and the
common SL and HL syllabus. In the third part of each question, students may be asked to include, as
appropriate, real-world examples that they have studied during the course.
For Section B, students answer one of two extended response questions based on the HL extension.
The question structure for HL Paper 1 is outlined below.

Section A
Students answer two of four questions as described.

Part / AO Description
marks level
Part a AO1 Requires knowledge and understanding and may be subdivided into multiple
6 marks parts.

Part b AO2 Requires application and analysis and may be subdivided into multiple parts.
6 marks
Part c AO3 Requires evaluation and synthesis.
8 marks

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External assessment

Section B
Students answer one of two questions as described.

Marks AO Description
level
12 AO3 Extended response question that requires evaluation and synthesis as well as a
marks consideration of counter-claims related to the HL extension. Additional stimuli may be
provided.

Paper 2
Duration: 1 hour 15 minutes
Weighting: 20%
Paper 2 is the same for SL and HL.
Students respond to four questions involving a range of sources that address the common SL and HL
syllabus. Sources may include text, visuals, data, diagrams and/or infographics.
The question structure for paper 2 is outlined below.

Question / AO level Description

marks
Question 1 AO1 Question 1 requires knowledge and understanding related to a source. This can
2 marks be demonstrated, for example, by identifying a claim or perspective from a
source or by describing information about an infographic, diagram or data-based
source.
Question may be subdivided into multiple parts.
Question 2 AO2 Question 2 requires application and analysis related to the sources. This can be
4 marks demonstrated, for example, by analysing how a term is used or by explaining a
claim or perspective from a source.
Question may be subdivided into multiple parts.
Question 3 AO3 Question 3 requires comparing and/or contrasting two of the sources. This may
6 marks be demonstrated, for example, by comparing and/or contrasting claims and
perspectives of sources.
Students may be asked to make use of their own knowledge from the course.
Question 4 AO3 Question 4 requires evaluation and synthesis that integrates sources with
12 marks knowledge from the course.

Paper 3 (HL only)

Duration: 1 hour 15 minutes
Weighting: 25%
Students answer four questions that address an intervention related to an HL extension challenge topic.
Students will be required to evaluate an intervention and recommend steps for future action.
Knowledge of course concepts, content and contexts may be required to address questions. Stimulus on
paper 3 may include text, visuals, data, diagrams and/or an infographic.

A pre-release statement will be provided four months in advance of Paper 3.

The pre-release statement will consist of a short description of 250–400 words indicating the real-world
nature of a selected challenge topic from the HL extension.

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 External assessment

The pre-release may also indicate possible resources, terms and approaches to consider for an extended
inquiry. The pre-released statement should be used by students in extended inquiries into relevant digital
interventions in advance of paper 3.

The question structure for HL Paper 3 is outlined below.

Question / AO Description
marks level
Question 1 AO1 Question 1 requires knowledge and understanding of the intervention and/or
4 marks challenge topic.
Question may be subdivided into multiple parts.
Question 2 AO2 Question 2 requires application and analysis of the intervention and/or the
6 marks challenge topic.
Question may be subdivided into multiple parts.
Question 3 AO3 Question 3 requires evaluation of the intervention.
8 marks
Question 4 AO3 Question 4 requires recommendations for future action related to an intervention
12 marks and/or challenge topic.

External assessment markbands—HL

Paper 1, part c
In addition to paper-specific analytic markschemes used for all questions, marks for part c are also allocated
using markbands. While level descriptors are written in the form of individual bullet points, markbands are
applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 • The response shows limited understanding of the demands of the question.
• There is limited relevant knowledge. The response is descriptive and consists mostly
of unsupported generalizations.
• The response has limited organization or is only a list of items.
3–4 • The response shows some understanding of the demands of the question.
• Some relevant knowledge is demonstrated, but this is not always accurate and may
not be used appropriately or effectively. The response moves beyond description to
include some analysis, but this is not always sustained or effective.
• The response is partially organized.
5–6 • The response shows adequate understanding of the demands of the question.
• Response demonstrates adequate and effective analysis supported with relevant
and accurate knowledge.
• The response is adequately organized.
7–8 • The response is focused and demonstrates an in-depth understanding of the
demands of the question.
• Response demonstrates evaluation and synthesis that is effectively and consistently
supported with relevant and accurate knowledge.
• The response is well-structured and effectively organized.

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External assessment

Paper 1, Section B
In addition to paper-specific analytic markschemes used for all questions, marks for Section B are also
allocated using markbands. While level descriptors are written in the form of individual bullet points,
markbands are applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 • The response shows a limited understanding of the demands of the question.
• There is limited relevant knowledge. The response is descriptive and consists mostly
of unsupported generalizations.
• Counter-claims are not considered or addressed.
• The response has limited organization.
4–6 • The response shows some understanding of the demands of the question.
• Some relevant knowledge demonstrated but this is not always accurate and may
not be used appropriately or effectively. The response is primarily descriptive with
some analysis, but this is not sustained.
• Counter-claims are only partially addressed.
• The response is partially organized.
7–9 • The response shows adequate understanding of the demands of the question.
• Response demonstrates adequate and effective analysis supported with relevant
and accurate knowledge.
• Counter-claims are adequately addressed.
• The response is adequately organized.
10–12 • The response is focused and shows an in-depth understanding of the demands of
the question.
• Response demonstrates evaluation and synthesis that is effectively and consistently
supported with relevant and accurate knowledge.
• Counter-claims are effectively addressed in the response.
• The response is well-structured and effectively organized.

Paper 2, question 4
In addition to paper-specific analytic markschemes used for all questions, marks for question 4 are also
allocated using markbands. While level descriptors are written in the form of individual bullet points,
markbands are applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 • The response shows a limited understanding of the demands of the question.
• There is limited relevant knowledge.
• Evidence from sources is not integrated with the response.
• The response has limited organization.
4–6 • The response shows some understanding of the demands of the question.
• Some knowledge is demonstrated but this is not always relevant or accurate.
• Evidence from sources is partially integrated into the response.
• The response is partially organized.

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 External assessment

Marks Level descriptor

7–9 • The response shows adequate understanding of the demands of the question.
• Relevant and accurate knowledge is demonstrated with some lapses.
• There is adequate integration of evidence from the sources, but this is not always
sustained.
• The response is adequately organized.
10–12 • The response is focused and shows an in-depth understanding of the demands of
the question.
• Relevant and accurate knowledge is demonstrated throughout, adding insight to
the response.
• There is consistent and effective integration of evidence from the sources.
• The response is well-structured and effectively organized.

Paper 3, question 3
In addition to paper-specific analytic markschemes used for all questions, marks for question 3 are also
allocated using markbands. While level descriptors are written in the form of individual bullet points,
markbands are applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 • The response shows a limited understanding of the demands of the question.
• Response is of limited relevance. The response is descriptive and consists mostly of
unsupported generalizations.
• The response has limited organization.
3–4 • The response shows some understanding of the demands of the question.
• The response is primarily descriptive with some evaluation demonstrated but this is
not sustained or fully supported.
• The response is partially organized.
5–6 • The response shows adequate understanding of the demands of the question.
• Response demonstrates adequate evaluation that is relevant and supported.
• The response is adequately organized.
7–8 • The response is focused and shows an in-depth understanding of the demands of
the question.
• Response demonstrates sustained evaluation that is relevant and well-supported
throughout.
• The response is well-structured and effectively organized.

Paper 3, question 4
In addition to paper-specific analytic markschemes used for all questions, marks for questions 4 are also
allocated using markbands. While level descriptors are written in the form of individual bullet points,
markbands are applied holistically using a best fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 • The response shows a limited understanding of the demands of the question.

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Marks Level descriptor

• The response consists mostly of unsupported generalizations with limited relevant
knowledge.
• No recommendations are presented or those that are presented have only limited
support.
• The response has limited organization.
4–6 • The response shows some understanding of the demands of the question.
• The response demonstrates some knowledge, but this is not always relevant or
accurate and may not be used appropriately or effectively.
• Recommendations are presented with some support although this is not sustained
and only partially effective.
• The response is partially organized.
7–9 • The response shows adequate understanding of the demands of the question.
• Response is adequately supported with relevant and accurate knowledge.
• Recommendations are presented and effectively supported.
• The response is adequately organized.
10–12 • The response is focused and shows an in-depth understanding of the demands of
the question.
• Response is well-supported throughout with relevant and accurate knowledge.
• Recommendations are presented and well-supported with a clear consideration of
possible trade-offs and implications.
• The response is well-structured and effectively organized.

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Internal assessment

Internal assessment information

Purpose of internal assessment
Internal assessment is an integral part of the course that enables students to demonstrate course aims and
assessment objectives while pursuing personal interests through coursework. The internal assessment
component should be woven into teaching and learning and not be a separate activity conducted after the
course has been taught.

TSM resource
The TSM includes resources to students and teachers as they prepare for assessment.

Guidance, authenticity and academic integrity

Guidance for supporting students
The internal assessment must be the student’s own work. However, it is not the intention that students
should decide on an inquiry focus and then be left to work on the project without any further support from
the teacher. The teacher plays an important role during planning and the period when the student is
working on the project itself. It is the responsibility of the teacher to ensure that students are familiar with:
• the project requirements
• resources to support successful completion of the project
• IB’s academic integrity policy
• the project’s assessment criteria.
Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate
discussions with the teacher to obtain advice and information, and students must not be penalized for
seeking guidance.
As part of the inquiry process, teachers should provide targeted feedback at each inquiry stage during the
project as well as one completed draft of the inquiry process document and presentation. The teacher
should provide oral or written advice on how the inquiry process document and presentation could be
improved but must not edit the draft. The next version handed to the teacher must be the final version for
submission.
Students may also solicit feedback at different stages of development from peers. Students must
understand work submitted for assessment must address the project’s requirements and assessment
criteria.
Students should be informed that examiners will only assess work that falls within prescribed word and
time limits. Submitted work must not contain appendices as these will not be read by examiners.
Students and teachers must review the quality of each digital file before completing the submission. The IB
cannot guarantee that a request to reset a submission will be approved; therefore, it is very important to
check that the correct files have been uploaded and that they are in good order.

Ensuring authenticity of student work

Teachers must ensure that all student work for assessment is prepared according to the requirements and
must explain clearly to students that the internally assessed work must be entirely their own. All work

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submitted to the IB for moderation or assessment must be authenticated by a teacher and must not include
any known instances of suspected or confirmed malpractice. Each student must confirm that the work is his
or her authentic work and constitutes the final version of that work. Once a student has officially submitted
the final version of the work, it cannot be retracted. The requirement to confirm the authenticity of work
applies to the work of all students, not just the sample work that will be submitted to the IB for the purpose
of moderation.
Authenticity may be checked by discussion with the student on the content of the work and scrutiny of one
or more of the following:
• the student’s initial and refined inquiry focus
• planning documents, schedules and records of in-process and completed work
• one completed draft of the inquiry process document and the multimedia presentation
• sources cited and referenced
• the style of writing compared with work known to be that of the student.
Teachers must also ensure that submitted materials do not include work used by the student in any other
DP assessment task including the extended essay.

Academic integrity and student work

Academic integrity is a positive and constructive aspect of teaching and learning that must be clearly
communicated and modelled so that students understand:
• their responsibility for producing ethical and authentic individual work
• how to locate, access, integrate and attribute sources in ways that acknowledge the work and ideas of
others
• how to properly acknowledge all ideas, words and intellectual content taken or adapted from other
sources.

More information on academic integrity

Further guidance for citation and referencing in the inquiry project are provided with the task details. For
more information on academic integrity in the DP, see resources linked in “Academic integrity” section of
the guide.

Time allocation
The inquiry project contributes 30% to the final assessment in the SL course and 20% to the final
assessment in the HL course. It is recommended that approximately 30 hours of teaching and learning time
be allocated to the project. This includes time to explain requirements and for students to:
• plan the project and document feedback
• develop and refine an inquiry focus
• explore and collect research from diverse and relevant sources
• investigate impacts and implications of chosen digital systems for people and communities
• develop findings and conclusions for presentation in a recorded multimedia presentation
• receive and act on teacher and peer feedback.
Teachers must prepare students for the project through the careful design and delivery of the course.
Teachers are encouraged to create formative activities that develop and refine the appropriate skills to
complete the internal assessment task prior to beginning the project. These activities do not count against
allocated hours.

Using assessment criteria

It is important for the integrity of the moderation process that the internal assessment by the teacher is
based on the same evidence as that available to the moderator. When there is more than one teacher
teaching students in this component, internal standardization must take place.

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• Assessment criteria consist of level descriptors describing specific achievement levels within a range of
possible marks.
• Level descriptors concentrate on positive achievement, although for the lower levels failure to achieve
may be included in the description.
• Teachers must judge the internally assessed work at SL and at HL against the criteria using the level
descriptors.
• For each criterion, the aim is to find the descriptor that most accurately conveys the level attained by
the student using a best-fit model. A best-fit approach means that compensation should be made
when a piece of work matches different aspects of a criterion at different levels. The mark awarded
should be one that most fairly reflects the balance of achievement against the criterion. It is not
necessary for every single aspect of a level descriptor to be met for that mark to be awarded.
• When assessing student work, teachers should read the level descriptors for each criterion until they
reach a descriptor that most accurately describes the level of the work being assessed. If work seems
to fall between two descriptors, both descriptors should be read again and the one that more
accurately describes the student’s work should be chosen.
• Where there are two or more marks available within a level, teachers should award the upper marks if
the student’s work demonstrates the qualities described to a great extent; the work may be close to
achieving marks in the level above. Teachers should award the lower marks if the student’s work
demonstrates the qualities described to a lesser extent; the work may be close to achieving marks in
the level below.
• Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.
• Teachers should not think in terms of a pass or fail boundary but concentrate on accurately matching
work to attained level descriptors.
• The highest-level descriptors do not imply faultless performance but should be achievable by a
student. Teachers should not hesitate to use extremes if they are accurate descriptions of work being
assessed.
• A student who attains a high achievement level in relation to one criterion will not necessarily attain
high achievement levels in relation to other criteria. Similarly, a student who attains a low achievement
level for one criterion will not necessarily attain low achievement levels for other criteria.

Procedure for submission

The procedure for submitting assessment materials including details on acceptable file types and size
limitations can be found in Diploma Programme Assessment procedures on the programme resource centre.

Download: Internal assessment details and criteria (PDF)

Internal assessment details—SL and HL

Duration: 30 hours
Maximum marks: 24 at SL and HL
Weighting: 30% at SL and 20% at HL

About the inquiry project

The internal assessment is an individual inquiry project into the impacts and implications of digital systems
for people and communities. An open inquiry approach in which the student leads the project is required.
The inquiry project has common requirements for SL and HL students.

Inquiry project submission requirements

Inquiry process document Presentation A list of references

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Inquiry project submission requirements

A written document that does not A recorded multimedia A list of references for materials
exceed 1500 words total. presentation that does not exceed used in the project.
10 minutes.

Inquiry process document—details

The inquiry process document is submitted as one document. The inquiry process document must not
exceed 1500 words total. References, captions and/or headings do not count against the word total. Details
are described below.

Word count
The inquiry process document must not exceed 1500 words in total. A word count must be included with
each section. Words in excess of the 1500 total word count will not be assessed.

Bolded sections detailed below are required elements that must be included and labelled in the inquiry
process document in the order indicated.

Inquiry process document—section details

Inquiry focus
The student’s inquiry focus provides:
• an explanation of the connection between the inquiry question, a specific, relevant real-world
example as well as course concepts, content and contexts.
The inquiry focus must be targeted to meet the demands of corresponding criteria and appropriate for a
presentation that does not exceed 10 minutes in length. The same inquiry focus must be used in the
inquiry process document and the presentation. In the focus, course concepts, content and contexts used
in the inquiry must be addressed, but a balance is not required.
The recommended maximum word count for the inquiry focus section is 300 words.
Claims and perspectives
The student demonstrates how research was conducted with:
• a discussion of the claims and perspectives for three sources including a justification of their
usefulness to the inquiry.
Every source used in the inquiry is not required to be discussed in this section.
Students should be guided to select only the most relevant sources for their discussion based on the word
limit for this section as well as the demands of the corresponding criterion.
• All sources and materials used in the inquiry as well as the construction of the presentation must also
be included in the list of references.
The discussion for each source should justify why and how the source supported the inquiry and student
understanding as well as addressing of the source’s origin and purpose, meaning and methods as well as
corroboration and use.
The recommended maximum word count for the claims and perspectives section is 1200 words.

Presentation—details
The presentation is a recorded multimedia presentation that does not exceed 10 minutes in length and that
is submitted as one file. The presentation may include a combination of modes and media including text,
still and moving images as well as sound.
Each section described in the presentation details must be addressed. Equal time, however, for each area is
not required or intended in order to fulfil the demands of the project.

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Bolded sections detailed below are required elements that must be included and labelled in the
presentation in the order indicated.

Presentation—section details
Introduction
This section begins the presentation by:
• re-stating the inquiry focus and briefly outlining its significance for digital society
The introduction must include the same inquiry focus provided in the IPD.
Analysis and evaluation
This section comprises the balance of the presentation and provides:
• the student’s own sustained and well-supported analysis and evaluation of impacts and implications
of the digital systems for people and communities.
Sample supporting questions useful to consider in the student’s analysis and evaluation can be found in
this guide. In order to be effective and to meet the demands of corresponding criterion this section must
integrate student’s own thinking as supported by evidence.
Conclusion
This section concludes the presentation by providing:
• further insight reflecting the student’s new understanding and ideas about their inquiry focus
following their analysis and evaluation
• a discussion of emerging trends and future developments.
In order to be effective and to meet the demands of the corresponding criterion, the conclusion must be
well-supported and relevant to the preceding analysis and evaluation.

Both the content and communication in the presentation are assessed.

The following details will help students prepare the presentation for assessment.

Presentation—communication
Organization
The presentation must organize ideas and evidence in a logical manner that supports understanding.
Coherent use of media
The presentation must demonstrate a coherent use of media. This can be achieved by ensuring that
visuals, text and/or sound are carefully used and combined in such a way as to support understanding. In
order to support organization and the coherent use of media in the presentation, the following
considerations apply:
• The presentation must contain an audible recorded commentary in the student’s voice throughout
the presentation. Text-to-speech tools may also be used for the recorded commentary as long as the
text is the student’s own work.
• Students may include breaks in their recorded commentary to enable other audio-visual material
included in the presentation to be clearly heard, and likewise should reduce the volume of audio-
visual material during the recorded commentary to ensure that it is entirely audible.
• Students must ensure that the presentation is audible and constructed with visually appropriate
material.
• All text must be legible when viewed on screen.
• Students may use subtitles on the presentation to facilitate understanding.
Please note that work that does not meet these requirements may prevent the teacher and/or moderator
from accurately marking the presentation.

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A list of references—details
A list of references for materials used in the project must be submitted. Throughout the project, students
must clearly distinguish between their words and those of others. To ensure this requirement, student
must:
• cite sources at the point of use with written, visual and/or vocal cues accompanied by a corresponding
entry in the list of references.
• acknowledge in the list of references audio-visual material, text, graphs, images and/or data used in
their work that is not their own.
• acknowledge in the list of references, the source of ideas, words and intellectual content quoted or
used in the inquiry.
The table summarizes these requirements. General IB requirements can be found in Effective citing and
referencing on the programme resource centre.

List of references (submitted with the project)

Where known and appropriate, the following details for sources must be included in the list of references:
• Surname of author or creator
• Title of source
• Date of publication
• Format of source
• Page numbers or time codes as applicable
• URL and date of access for online sources.
Citations (provided at the point of use in the project)
Sources used in the inquiry process document and presentation must be briefly cited at the point of use.
Citations may be written, visual and/or verbal. Citations should include the following, if known:
• Surname of author or creator
• Date of publication.

The intentional failure to comply with requirements in this section may result in an academic integrity
violation.

Internal assessment criteria—SL and HL

Duration: 30 hours
Maximum marks: 24 at SL and HL
Weighting: 30% at SL and 20% at HL

Overview
Criteria marks are applied to project elements as indicated in the table.

Criterion Project element Marks

A: Inquiry focus Inquiry process document 3
B: Claims and perspectives Inquiry process document 6
C: Analysis and evaluation Presentation 6
D: Conclusion Presentation 6
E: Communication Presentation 3
Total: 24 marks

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Criterion A: Inquiry focus (3 marks)

Project element: Inquiry process document
The inquiry process document demonstrates provides an inquiry focus with:
• an explanation of the connection between the inquiry question, a specific, relevant real-world
example as well as course concepts, content and contexts.

Resource
The “focus stage of inquiry” includes details about developing and refining an inquiry focus.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 The focus is limited and/or incomplete.
The focus does not include all required elements and/or the real-world example is not
specific or relevant to the inquiry.
2 The focus is adequate.
The focus includes an inquiry question and a partial explanation of its connection to a
specific, relevant real-world example and course concepts, content and contexts.
3 The focus is appropriate and targeted.
The focus includes an inquiry question and a thorough explanation of its connection
to a specific, relevant real-world example and course concepts, content and contexts.

Criterion B: Claims and perspectives (6 marks)

Project element: Inquiry process document
The inquiry process document demonstrates how research was conducted with:
• a discussion of the claims and perspectives for three sources including a justification of their
usefulness in the inquiry.

Resource
The “explore stage of inquiry” and “course toolkit” includes details about claims and perspectives,
including how to effectively consider a source’s origin and purpose, meaning and methods as well as
corroboration and use.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The discussion of claims and perspectives is limited and primarily descriptive in
nature. Fewer than three sources are discussed or there is no justification for their use
in the inquiry.
3–4 There is a partial discussion of the claims and perspectives for each source that
includes some justification for their usefulness in the inquiry, but this is not fully
developed.
5–6 There is a thorough discussion of the claims and perspectives for each source that
includes a clear justification for their usefulness in the inquiry.

Criterion C: Analysis and evaluation (6 marks)

Project element: Presentation
The balance of the presentation consists of:

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• the student’s own sustained and well-supported analysis and evaluation of impacts and implications
of the digital systems for people and communities.

Resource
The “investigate stage of inquiry” includes sample supporting questions useful to consider for analysis and
evaluation. Additionally, the “course toolkit” provides details about critical and creative thinking relevant
to this criterion.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 There is limited analysis and evaluation which is primarily descriptive in nature or of
limited relevance to the inquiry focus.
3–4 The student’s analysis and evaluation of impacts and implications for people and
communities is adequate, but this is not always sustained or well-supported.
5–6 The student’s analysis and evaluation of impacts and implications for people and
communities is effective, sustained and well-supported by evidence.

Criterion D: Conclusion (6 marks)

Project element: Presentation
The presentation concludes by providing:
• further insight reflecting the student’s new understanding and ideas about their inquiry focus
following analysis and evaluation
• a discussion of emerging trends and future developments.

Resource
The “reflect stage of inquiry” includes details about offering further insight at the close of inquiry.
Additionally, the “course toolkit” provides details about critical and creative thinking relevant to this
criterion.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The conclusion is limited with little further insight into the inquiry focus. Emerging
trends and future developments are referenced with limited or no discussion.
3–4 The conclusion provides adequate further insight into the inquiry focus with a partial
discussion of emerging trends and future developments.
5–6 The conclusion provides effective and well-supported further insight into the
inquiry focus with a thorough and substantiated discussion of emerging trends and
future developments.

Criterion E: Communication (3 marks)

Project element: Presentation
The presentation supports understandings through:
• organization of ideas and evidence
• coherent use of media.

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Resource
The “share stage of inquiry” includes details about sharing discoveries with others. Additionally, the
“course toolkit” provides details about effective communication relevant to this criterion.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Communication is limited.
The presentation’s organization and use of media are limited and do not support
understanding.
2 Communication is adequate.
The presentation is adequately organized and the use of media is at times coherent
but this is not sustained or only partially effective in supporting understanding.
3 Communication is effective.
The presentation is well-organized and coherently uses media to support
understanding.

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Connections to subjects and programmes

Students and teachers are encouraged to connect experiences in the digital society course with those
encountered throughout the IB. Possible connections are outlined below.

Digital society and the DP core

Theory of knowledge
In theory of knowledge (TOK), students explore the nature of knowledge and knowing through different
themes and areas. Open dialogue about what counts as knowledge in a variety of contexts is central to
both TOK and digital society. As with TOK, digital society students are invited to interrogate claims to truth
and knowledge. Knowledge questions that a digital society student might consider include the following:
• How do online and virtual communities differ from face-to-face communities?
• How are data, information, knowledge and wisdom similar to, and different from, one another?
• How do digital systems extend or transform different modes of human cognition and communication?
• What are some ways that digital systems change our understanding of originality, authorship,
creativity, audiences and consumption?

Extended essay
In an extended essay (EE), students undertake independent research into a topic of personal interest. Long-
form well-researched writing supported by varied perspectives is a principle activity of social scientists and
humanities scholars. By completing an EE in digital society, students will gain experience:
• using primary and secondary sources, including peer-reviewed academic research
• consulting research databases
• managing research and inquiry projects, including planning and documentation
• developing and refining communication skills by sharing findings and conclusions with others
• approaching academic integrity as a constructive and positive aspect of learning.
A digital society EE should be relevant to the course concepts, content and contexts. EE topics usually begin
broad and become more specific as students consult with supervisors and conduct research.
Students and supervisors must ensure that an EE does not duplicate other work submitted for the DP,
including the internally assessed inquiry project for this course. There are differences between the inquiry
project and the EE as outlined in the table below.

The inquiry project The extended essay (EE)

Purpose The purpose of the inquiry project is to The purpose of the EE is for students to
investigate impacts and implications of research an area of interest relevant to the
digital systems for people and communities topics of the digital society course in order to
in an open and exploratory way. add knowledge to an existing body of
research.
Process The inquiry project process integrates The EE process integrates a supervised
elements (for example, course framework, research model shared by all DP students
inquiry model and toolkit) unique to the who complete an EE.
digital society course.

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The inquiry project The extended essay (EE)

Format The format of the inquiry project involves The format of the EE is an academic piece of
multiple modes and media. writing modelled on those produced for
journals.

Extended essay resource

The extended essay page on the programme resource centre includes guidance for completing a digital
society EE.

Creativity, activity, service

The creativity, activity, service (CAS) component of the DP core provides an excellent way to strengthen the
links between the digital society course and practical real-world experiences. Teachers and students are
strongly encouraged to connect digital society inquiries with meaningful and practical CAS experiences.
Students might choose, for example, to connect digital society inquiries with CAS by:
• creating digital projects for the school, local or wider community
• designing a working prototype of a digital intervention to an HL challenge topic
• organizing or participating in social media outreach or advocacy campaigns
• attending or leading technology and media sessions and workshops such as coding and robotics
clubs.
CAS experiences can be a single event or an extended series of events. It is important that CAS experiences
are distinct from, and not submitted as part of, a digital society assessment.

Digital society and other DP subjects

Several DP subjects offer insight into life in a digital society. There are numerous ways that teachers and
students might connect course concepts, content and contexts to these other courses, including by:
• collaborating on interdisciplinary projects within and across subject groups
• sharing resources, spaces and materials with other courses offered in the school and community.

Connections to IB programmes
In addition to the DP, the IB offers three other programmes of study: the Primary Years Programme (PYP)
(ages 3–11), the Middle Years Programme (MYP) (ages 11–16) and the Career-related Programme (CP) (ages
16–19). The section below outlines some of the connections to these other programmes.

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Connections to subjects and programmes

Figure 5
Digital society connections across IB Programmes

Primary Years Programme

The PYP emphasizes the development of caring, creative and informed students through transdisciplinary
inquiry. In the PYP, young people find connections with communities and cultures by learning about, and
through, the experiences of others. As with the PYP, the digital society course empowers students to
approach local and global issues with agency, empathy and curiosity.

Middle Years Programme

The MYP involves inquiry into contexts that inform the lives of people and communities. Several MYP
subjects, including individuals and societies, design as well as the arts, provide a useful foundation for
students who go on to study the digital society course. Key and related concepts used in the MYP are
consistent to those found in digital society and may serve as a foundation for future digital society students.
Studying digital society extends the knowledge, understanding and skills developed through MYP projects.
For example, students’ organization, collaboration, research and presentation strategies that began in the
MYP will become more sophisticated while undertaking the digital society course.

Career-related Programme
In the CP, students study at least two DP subjects, a core consisting of four components and a career-
related study. The digital society course can assist CP students planning careers in a variety of professional
fields. Digital society helps students understand the underlying mechanisms of the contemporary world
and to engage with current affairs. Students explore different cultural, social and economic structures and
practices, leading to a greater understanding of the world around them. Digital society encourages the
development of strong communication skills, critical thinking and ethical approaches that will assist
students in the global workplace.

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Glossary of command terms

Command terms for digital society

Assessment components in the course use specific command terms that direct students to demonstrate
learning across multiple levels of increasing complexity. Command terms are scaffolded according to
assessment objective levels from AO1 to AO3. Examination questions use any command term from the
assessment objective level specified in this guide.
Assessment criteria may also refer to command terms. The command terms used in the course are indicated
and defined below. Students and teachers must be familiar with the command terms used in the course.

AO1: Knowledge and understanding

Command terms that require students to demonstrate knowledge and understanding.

AO1 command terms Definition

Define Give the precise meaning of a word, phrase, concept
or physical quantity.
Identify Provide an answer from a number of possibilities.
Describe Give a detailed account.
Outline Give a brief account or summary.
State Give a specific name, value or other brief answer
without explanation or calculation.

AO2: Application and analysis

Command terms that require students to demonstrate application and analysis.

AO2 command terms Definition

Analyse Break down in order to bring out the essential
elements or structure.
Distinguish Make clear the differences between two or more
concepts or items.
Explain Give a detailed account including reasons or causes.
Suggest Propose a solution, hypothesis or other possible
answer.

AO3: Evaluation and synthesis

Command terms that require students to demonstrate evaluation and synthesis.

AO3 command terms Definition

Compare Give an account of the similarities between two (or
more) items or situations, referring to both (all) of
them throughout.

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AO3 command terms Definition

Compare and contrast Give an account of similarities and differences
between two (or more) items or situations, referring
to both (all) of them throughout.
Contrast Give an account of the differences between two (or
more) items or situations, referring to both (all) of
them throughout.
Discuss Offer a considered and balanced review that
includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be
presented clearly and supported by appropriate
evidence.
Examine Consider an argument or concept in a way that
uncovers the assumptions and interrelationships of
the issue.
Evaluate Make an appraisal by weighing up the strengths and
limitations.
Justify Give valid reasons or evidence to support an answer
or conclusion.
Recommend Present an advisable course of action with
appropriate supporting evidence/reason in relation
to a given situation, problem or issue.
To what extent Consider the merits or otherwise of an argument or
concept. Opinions and conclusions should be
presented clearly and supported with appropriate
evidence and sound argument.

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Updates to the publication

This section outlines the updates made to this publication over the past two years. The changes are ordered
from the most recent to the oldest updates. Minor spelling and typographical corrections are not listed.

Corrections for February 2023

Throughout the publication
Removal of out-of-date or incorrect content.
For SL and HL paper 2, the option to use an “audio” source has been removed because this format is not
feasible for paper-based examinations.

Assessment > External assessment

“Paper 3 (HL only)”
Removal of out-of-date or incorrect content.
The following statement was removed: “There is no pre-release for the HL extension questions in Section B
of paper 1.”
The following phrase was removed from the description for question 3: “and/or the challenge topic and
may be subdivided into multiple parts”. The description now reads “Question 3 requires evaluation of the
intervention”.

Assessment > Internal assessment

“Inquiry process document—details”
Correction of error in the previous version.
The guidance on the maximum word count for each section of the inquiry process document has been
rephrased to read “The recommended maximum word count for …”

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