About This Subject
This subject is not mainly a knowledge-based subject like Biology, History or Geography.
A student is not expected to memorise detailed facts about climate change, migration, healthcare, sport, technology and all the other syllabus topics. Cambridge states that the topics provide contexts in which students develop skills, while knowledge of topic content is not assessed. It also says students are not expected to have experience of every topic.
1: Core Concepts And Global Perspectives Skills
2: Research Methods, Evidence And Source Evaluation
3: Written Exam Preparation
4: The Individual Report
5: The Team Project
6: Global Topics 1–8
7: Global Topics 9–15
8: Global Topics 16–22
9: Practice Tasks, Model Responses And Checklists
This feature has been disabled by the administrator
Learning Objectives
- Distinguish a broad topic from a focused global research question.
- Write questions that allow analysis of perspectives, causes, consequences and action.
- Test a question for clarity, balance, global significance and feasibility.
- Revise weak questions into stronger research titles.
Key Terms
- Research question
- The focused question that directs an investigation and is answered using evidence and reasoning.
- Open question
- A question that requires explanation, analysis or judgement rather than a one-word answer.
- Leading question
- A question worded in a way that encourages a particular answer.
- Global significance
- Importance beyond one isolated case, through international causes, consequences, comparisons or responses.
- Present-day impact
- An effect that is relevant to people or societies now.
- Scope words
- Words that define the place, group, time period or aspect included in a question.
From Topic To Question
A Cambridge topic such as “Digital World” is far too broad to investigate as one report. The student first identifies an issue within the topic, such as unequal access to artificial intelligence tools in education. The issue is then expressed as a question that guides research and judgement.
A good question makes clear what is being assessed. Words such as “how far”, “to what extent”, “how effective” and “should” can create room for evaluation. The question should not be so broad that every possible cause and consequence must be included.
Features Of A Strong Question
A strong question is focused, researchable, balanced and significant. It allows more than one reasonable perspective and can be answered using available evidence. It should also lead towards a conclusion rather than simply invite description.
The question should have a global dimension. This does not mean the title must name the whole world. A local or national example can be investigated if it is connected to a global pattern, compared with other places or influenced by international causes and responses.
Avoiding Leading And Vague Questions
A leading question contains an assumption, such as “Why is social media destroying young people’s lives?” It treats the conclusion as already proven. A more neutral version would ask, “To what extent does social media affect the wellbeing of young people?”
Vague questions also create problems. “Is education good?” does not identify a clear issue, group or decision. A stronger question might ask, “How effective are cash-transfer programmes at increasing secondary-school attendance for girls in low-income communities?”
Testing Feasibility
Before finalising a question, students should complete brief initial research. They need to confirm that there are enough reliable and contrasting sources, that relevant evidence is understandable and that the question can be answered within the available word count and time.
A useful test is to list possible causes, consequences, perspectives and actions. If none can be identified, the question may be too narrow. If the list is extremely large, the question probably needs limits such as a particular population, policy or recent time period.
Worked Example: Revising A Weak Question
Weak question: “Is pollution bad?” It is obvious, vague and does not invite a balanced judgement. Improved question: “How effective are restrictions on single-use plastics in reducing urban waste?” This allows comparison of evidence about effectiveness, enforcement, costs, alternatives and different stakeholder perspectives.
The improved question can still be made more precise by naming a country, type of city or period if the available evidence is too wide. The final wording should reflect what the student can genuinely research.
Common Mistakes
- Using a Cambridge topic name as the complete research title.
- Writing a question that already assumes one side is correct.
- Choosing a question that can be answered with a simple yes or no.
- Ignoring whether reliable and contrasting evidence is available.
Knowledge Check
1. Why is an open question usually better than a closed question?
Answer: It allows explanation, analysis, comparison and judgement rather than a one-word response.
2. What makes a question leading?
Answer: Its wording assumes or encourages a particular conclusion.
3. How can a local issue have global significance?
Answer: It may reflect an international pattern, have cross-border causes or consequences, or be compared with similar cases elsewhere.
4. Why should initial research be completed before fixing the final title?
Answer: It checks whether the question is feasible and whether enough reliable and contrasting evidence exists.
