Change is a core concept in IB Digital Society and one that appears frequently in both exams and the internal assessment. Despite its importance, many students treat change as something obvious or automatic, assuming that any digital system simply “causes change.” In IB Digital Society, this is not enough. Students are expected to analyse how, why, and to what extent digital systems produce change, and whether that change is justified or problematic.

This article explains how the concept of change should be analysed in IB Digital Society and how students can apply it effectively to improve marks.

What Change Means in IB Digital Society

In IB Digital Society, change refers to transformation over time in behaviours, structures, relationships, or values that occurs as a result of digital systems.

Change may involve:

• Shifts in how people act or interact
• Alterations to social or economic structures
• New expectations or norms
• Redistribution of power or responsibility

Change is not assumed — it must be demonstrated and explained.

Change Is System-Driven, Not Inevitable

A common mistake is treating change as an unavoidable consequence of technology.

Strong analysis recognises that:

• Change results from specific design choices
• Not all systems produce the same change
• Change can be shaped, limited, or resisted

Students should analyse why a system causes change rather than assuming that digitalisation automatically transforms society.

Identifying What Has Changed

Effective analysis begins by clearly identifying what has changed.

Students should ask:

• What was the situation before the system was introduced?
• What is different now?
• Who experiences this change?

Without a clear comparison over time, analysis of change remains vague.

Change at the Individual Level

At the individual level, change often affects behaviour, autonomy, or decision-making.

Examples of individual-level change include:

• Altered habits or routines
• Reduced or increased agency
• Dependence on digital systems

Students should explain how system features drive these changes rather than focusing on personal choice alone.

Change at the Community Level

Community-level change is essential for higher mark bands and often involves broader social patterns.

Community-level change may include:

• Shifts in access or opportunity
• Reinforcement or reduction of inequality
• Changes in collective behaviour or norms

Strong responses clearly distinguish between individual and community impacts.

Change Over Time, Not Just Immediate Effects

Change is not always immediate. Some digital systems produce gradual or long-term transformation.

Students should consider:

• Whether change accumulates over time
• Whether early effects differ from long-term outcomes
• Whether systems become more influential as adoption increases

Long-term thinking strengthens analysis significantly.

Change and Power

Change is closely linked to power. When systems change how decisions are made or who controls resources, power dynamics often shift.

Students should analyse:

• Whether power becomes more centralised
• Whether individuals lose or gain influence
• Whether institutions strengthen control

Linking change to power deepens conceptual analysis.

Change and Ethics

Change often raises ethical questions, especially when impacts are uneven or unintended.

Ethical questions related to change include:

• Is the change justified by its benefits?
• Are harms predictable or avoidable?
• Who is responsible for managing negative change?

Ethical evaluation should be grounded in analysis of change, not added separately.

Avoiding Common Mistakes When Analysing Change

Students often weaken change analysis by:

• Stating that “technology causes change”
• Ignoring what existed before
• Focusing only on short-term effects
• Describing change without evaluation

Effective change analysis is specific, comparative, and analytical.

Using Change in Exam Answers

Change is a flexible concept that works well in many exam questions.

A practical exam approach:

• Identify a clear before-and-after comparison
• Explain which system features caused the change
• Analyse impacts on individuals and communities
• Evaluate whether the change is beneficial or problematic

Change works particularly well with command terms such as analyse, discuss, and evaluate.

Using Change in the Internal Assessment

Change is especially effective in the IA when:

• The system has been implemented over time
• Impacts can be traced or observed
• Ethical or social consequences are visible

Students should maintain focus on how change develops, not just outcomes.

Change Is Not Always Positive or Negative

IB Digital Society does not assume that change is good or bad.

Strong evaluation recognises that:

• Change can benefit some while harming others
• Short-term benefits may create long-term risks
• Stability can sometimes be valuable

Balanced judgment is essential.

Practising Change Analysis

To practise analysing change, students can:

• Choose a digital system
• Identify one clear change it has caused
• Explain how system design drove that change
• Evaluate the significance of the change

Focused practice builds clarity and confidence.

Why Change Is a High-Value Concept

Change allows students to:

• Demonstrate temporal thinking
• Link systems to social transformation
• Support ethical evaluation

It is particularly effective when combined with power or ethics.

Final Thoughts

Understanding change in IB Digital Society means moving beyond the idea that technology simply transforms society. Instead, students must analyse how specific digital systems drive particular changes over time, who is affected, and whether those changes are justified. By comparing before-and-after conditions, linking change to system design, and evaluating impacts on individuals and communities, students can produce clear, insightful analysis that meets the highest assessment criteria in both exams and the internal assessment.