identify and analyse issues, arguments and perspectives

Research, Analysis and Evaluation – IGCSE Global Perspectives (0457)

Objective

Identify and analyse issues, arguments and perspectives in a global context, using the research skills and evaluation criteria required by the Cambridge IGCSE Global Perspectives syllabus.

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1. Syllabus Overview

1.1 Topic List (the 23 optional topics)

Topic	Key Focus
Arts & Culture	Impact of creative expression on identity and development
Climate Change	Mitigation, adaptation and global responsibility
Conflict & Peace	Causes, consequences and resolution strategies
Education	Access, quality and lifelong learning
Energy	Renewable vs. non‑renewable sources and sustainability
Food Security	Production, distribution and nutrition
Health & Well‑being	Public health, mental health and healthcare systems
Human Rights	Universal rights, violations and advocacy
Innovation & Technology	Digital divide, AI, and ethical use
Migration	Causes, impacts and integration
Poverty & Inequality	Economic disparity, social exclusion
Population	Growth trends, ageing societies, urbanisation
Resources & Consumption	Sustainable use of water, minerals, land
Science & Technology	Research ethics, breakthroughs, global impact
Social Media & Communication	Information flow, misinformation, digital citizenship
Sports & Leisure	Health, cultural exchange, commercialisation
Tourism	Economic benefits, environmental pressure, cultural exchange
Urban Development	Smart cities, housing, transport
Water	Access, quality, management
Work & Employment	Labour rights, automation, gig economy
Global Governance	UN, NGOs, multilateral agreements
Disaster Risk Reduction	Preparedness, response, resilience
Gender Equality	Empowerment, representation, policy

1.2 Assessment Components

Component	Weighting	AO Distribution	Marks
Written Examination (Paper 1)	40 %	AO1 30 % – AO2 40 % – AO3 30 %	80
Individual Research Report (Paper 2)	30 %	AO1 20 % – AO2 50 % – AO3 30 %	60
Team Project (Paper 3)	30 %	AO1 20 % – AO2 50 % – AO3 30 %	60

1.3 Full Command‑Word List (exam guidance)

Command word	What the exam expects you to do
Define	Give a concise meaning of a term.
Describe	Give a detailed account of a situation or process.
Explain	Show how or why something happens, giving reasons.
Discuss	Present a balanced view, acknowledging different arguments and evidence.
Analyse	Break the issue/argument into parts, examine causes, effects and relationships.
Compare / Contrast	Show similarities and differences between two or more perspectives.
Evaluate	Judge the strengths and weaknesses of arguments or evidence, using criteria such as reliability, relevance and bias.
Justify	Provide reasons and evidence to support a conclusion or recommendation.
Assess	Make a judgement about the value or significance of something, based on evidence.
Suggest	Offer a possible solution or recommendation, supported by evidence.

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2. Bias‑Related Terminology (exam guidance)

• Claim – a statement that can be supported or refuted. Example: “Single‑use plastics are the main cause of marine litter.”
• Fact – verifiable information. Example: “In 2022, 8 million tonnes of plastic entered the oceans (UNEP).”
• Generalisation – a claim applied to a whole group without sufficient evidence. Example: “All developing countries ignore environmental standards.”
• Prediction – a claim about future outcomes. Example: “If current trends continue, sea‑level rise will reach 1 m by 2100.”
• Value – a judgement based on personal or cultural beliefs. Example: “It is unethical to export waste to poorer nations.”
• Vested interest – a claim that benefits the speaker. Example: “Plastic manufacturers argue that bans hurt the economy.”

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3. What is Research? (AO1)

Research is a systematic process of gathering, organising and interpreting information to answer a question or solve a problem. In Global Perspectives it involves:

• Defining a clear, focused research question.
• Selecting appropriate primary and secondary sources.
• Collecting data ethically and responsibly (consent, cultural sensitivity, anonymity where required).
• Recording findings accurately and transparently.

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4. The Research Cycle (8 steps) – Mapping to Assessment Objectives

1. Identify the issue – Clarify the topic and its global relevance. (AO1)
2. Formulate the research question – Open‑ended, measurable, and aligned with the issue. (AO1)
3. Plan the methodology – Choose qualitative, quantitative or mixed methods; consider sampling, tools and ethical consent. (AO1)
4. Collect data – Use surveys, interviews, observations, statistics, reports, etc. (AO2)
5. Organise data – Sort, code, and store information for easy retrieval. (AO2)
6. Analyse data – Look for patterns, trends, relationships and outliers. (AO2)
7. Evaluate findings – Assess reliability, validity, bias, relevance, and source credibility. (AO3)
8. Present conclusions – Use clear language, visual aids and proper citations. (AO3)

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5. Analysing Issues (AO2)

Use the prompts below to break an issue into its component parts. Record your answers in a table, mind‑map or structured notes.

Analytical Prompt	What to consider
Causes & Effects	Identify direct and indirect drivers; short‑term vs. long‑term impacts.
Stakeholders	Who is affected? What are their interests, power and influence?
Evidence for each side	Gather facts, statistics, expert opinions, case examples.
Global trends	Link the issue to sustainability (environmental, social, economic), inequality, technology, etc.
Sustainability lens	Examine the environmental, social and economic dimensions explicitly.

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6. Evaluating Arguments (AO3)

Use the checklist to judge the strength of any argument. Tick the box if the criterion is met; note any weaknesses.

• Logical consistency – Are there contradictions or fallacies?
• Evidence quality – Is the data reliable, up‑to‑date and from reputable sources?
• Source reliability – Check author credentials, publication date, peer‑review status, methodology and geographic relevance.
• Relevance – Does the argument directly address the research question?
• Bias & assumptions – Identify any claim, value, generalisation, prediction or vested interest.
• Balance – Are counter‑arguments acknowledged and weighed?

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7. Considering Perspectives (AO2 & AO3)

Global Perspectives requires you to recognise, compare and evaluate different viewpoints. For each perspective, complete the table below.

Perspective	Key Arguments	Supporting Evidence	Potential Biases	Sustainability Lens
Economic Development	Industrial growth drives poverty reduction.	World Bank GDP growth data (2010‑2020).	Quantitative focus may overlook environmental costs.	Economic pillar – growth vs. ecological impact.
Environmental Sustainability	Rapid industrialisation harms ecosystems.	IPCC reports on carbon emissions.	May under‑estimate social benefits of development.	Environmental pillar – ecosystem health, climate.
Social Justice	Economic gains must be equitably distributed.	UNDP Human Development Index trends.	Can appear idealistic without clear policy pathways.	Social pillar – equity, health, education.

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8. Data‑Organisation Techniques (AO2)

Effective analysis depends on how you structure raw data. Choose one or combine several methods:

• Coding – Assign short labels (e.g., “cost”, “behaviour change”) to qualitative responses; group similar codes into themes.
• Thematic table – Columns for theme, supporting quotes/facts, source, and relevance to the research question.
• Statistical summary – Mean, median, range, percentages for quantitative data; include a simple bar or line chart where appropriate.
• Source evaluation grid – Author, date, type, peer‑review status, bias, usefulness.

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9. Example Case Study – Single‑Use Plastic Bans

Research Question

How effective are single‑use plastic bans in reducing marine litter in coastal communities?

9.1 Data Sources

Source Type	Specific Source	Evaluation (author, date, reliability)
Legislation document	Country A Plastic Ban Act (2021)	Government publication, 2021, official, high reliability.
Peer‑reviewed study	Marine Ecology Journal – “Micro‑plastic trends post‑ban” (2023)	Peer‑reviewed, 2023, reputable journal, strong methodology.
Survey data	Local Business Association – cost impact questionnaire (2022)	Self‑reported, 2022, useful for perception but limited by response bias (vested interest).
NGO report	Ocean Conservancy – “Coastal litter monitoring 2020‑2022”	NGO, 2022, systematic monitoring, but may have advocacy bias.

9.2 Data Organisation (Thematic Table)

Theme	Evidence (quote/fact)	Source	Relevance to Q
Reduction in usage	“Plastic bag sales fell by 78 % within 12 months.”	Government report, 2022	Shows direct behavioural change caused by the ban.
Marine litter levels	Micro‑plastic concentration decreased 30 % in coastal waters.	Marine Ecology Journal, 2023	Measures environmental impact of the ban.
Economic impact on SMEs	“85 % of small retailers report higher packaging costs.”	Business survey, 2022	Highlights a social/economic trade‑off.
Public perception	“70 % of residents support the ban, citing cleaner beaches.”	Ocean Conservancy report, 2022	Shows community acceptance – a social sustainability factor.

9.3 Analysis Highlights (AO2)

1. Legislation produced a substantial drop in single‑use plastic consumption (‑78 %).
2. Corresponding decline in micro‑plastic concentrations (‑30 %) indicates a measurable environmental benefit.
3. Increased packaging costs for small enterprises suggest a socioeconomic challenge that could affect long‑term compliance.
4. High public support (70 %) reinforces the social acceptability of the policy.

9.4 Evaluation (AO3)

• Strengths – Quantitative reduction is clear; peer‑reviewed environmental data are robust; multiple source types give a balanced view.
• Weaknesses – Economic data rely on self‑reported surveys (possible response bias); the study covers only one country, limiting geographic relevance.
• Bias check – Government source may emphasise success; business survey may over‑state costs due to vested interest; NGO report may lean towards advocacy.
• Overall judgement – The ban is effective in reducing marine litter (environmental pillar) and enjoys public support (social pillar). To achieve full sustainability, complementary measures such as subsidies or training for small businesses are recommended (economic pillar).

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10. Exam Tips (AO1‑AO3)

• Read the prompt carefully; underline the command words.
• Structure your answer with clear headings: Issue, Arguments, Evaluation, Perspectives, Conclusion.
• Integrate evidence directly: include statistics, dates, author names, and cite the source in brackets.
• Apply bias‑related terminology to demonstrate critical awareness (e.g., “This claim is a generalisation…”).
• Address at least one counter‑argument to show balanced analysis.
• Conclude with a reasoned judgement that reflects the weight of the evidence and links back to the research question.
• Always comment on the three sustainability pillars – environmental, social and economic – as required by AO2 and AO3.
• Remember ethical considerations: obtain consent where needed, respect cultural sensitivities, and protect anonymity of respondents.

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11. Mapping Content to Assessment Objectives

Section	AO1 – Knowledge & Understanding	AO2 – Application & Analysis	AO3 – Evaluation & Judgment
What is Research?	✓
Research Cycle (steps 1‑3)	✓
Research Cycle (steps 4‑6)		✓
Research Cycle (steps 7‑8)			✓
Analysing Issues		✓
Evaluating Arguments			✓
Considering Perspectives + Sustainability Lens		✓	✓
Data‑Organisation Techniques		✓
Case Study (analysis & evaluation)	✓	✓	✓
Exam Tips & Command‑Word Box

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12. Summary

• Follow the eight‑step research cycle and document sources with attention to reliability, relevance and ethical standards.
• Analyse issues through cause‑effect, stakeholder, sustainability and global‑trend lenses.
• Evaluate arguments using logical consistency, evidence quality, source reliability, relevance, bias detection and balance.
• Compare multiple perspectives, explicitly linking each to the environmental, social and economic pillars of sustainability.
• Present findings with a clear structure, appropriate visual aids, accurate citations, and finish with a balanced, justified judgement that directly answers the research question.