30 Apr Environmental Ethics in IB ESS: EVS, SL and HL Guide
Environmental ethics in IB ESS asks how people should treat the natural world and how competing values influence decisions. It is connected to environmental value systems (EVS), but it is also distinct from academic integrity: ethical debate concerns what ought to be done, while honest research concerns how evidence is collected and reported.
Environmental value systems: use evidence, not stereotypes
An EVS is shaped by influences such as education, culture, experience and economic circumstances. These inputs affect how someone interprets an environmental issue and responds to it.
- Ecocentric perspectives emphasize the value of nature and ecological relationships.
- Anthropocentric perspectives emphasize human interests and responsibilities in environmental management.
- Technocentric perspectives place confidence in technology and innovation as ways of addressing environmental problems.
These categories are models, not rigid labels for every person. A community may support both habitat protection and technological solutions. Explain the stakeholder’s stated priorities before assigning a perspective; do not assume that ecocentrism always requires stopping every human activity or that technocentrism excludes conservation.
What differs between SL and HL?
Perspectives, systems and sustainability connect the course at both levels. HL also includes three lenses: environmental law, environmental and ecological economics, and environmental ethics. Environmental ethics is therefore an HL lens, while considering values and perspectives also matters in SL.
Answer the specific question. There is no universal rule requiring all three EVS categories in every “discuss” or “evaluate” response. Select relevant perspectives, explain their implications and use evidence to reach a justified judgment.
Original practice: evaluating a proposed protected area
This is an original discussion exercise, not an IB question or a marked model answer. Imagine a proposal to restrict fishing in a coastal area. Identify who may benefit and who may bear costs. Compare the value placed on marine life, livelihoods and future resource availability. What evidence would you need about species populations, enforcement and alternative incomes before reaching a conclusion?
Research ethics and the ESS IA
The current IA is assessed out of 30 marks and contributes 25% of the SL result or 20% of the HL result. Academic integrity does not have a separate allocation of “25% of the IA mark”. Use the current six criteria when planning your investigation.
In criterion B, Strategy, explain tensions between relevant perspectives on a strategy addressing an issue central to your investigation, and how those perspectives influence environmental or societal outcomes. This is different from listing weaknesses in your data collection method.
- Check safety, access permissions and participant consent where applicable.
- Protect personal information and avoid unnecessary habitat disturbance.
- Keep raw records and explain justified exclusions or processing choices transparently.
- Cite data and ideas from other sources; do not invent measurements.
Ask your school about academic integrity procedures. Do not assume that a particular error automatically produces one fixed sanction.
Continue with the current ESS IA planning workflow or practise interpreting ESS data.
Practise with individual ESS support
In Marija’s online IB ESS SL and HL lessons, you can work on concepts, data interpretation and clear explanations. Request a free 20-minute trial lesson to discuss your priorities. For IA work, the investigation and submitted writing remain your own.
Course reference: Official IB ESS guide, first assessment 2026 and IB course updates. Reviewed 7 October 2026.
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