The IB Extended Essay 2025 Guide for first assessment in May 2027: Updates, New Criteria, and Full Writing Roadmap

Note: This blog post addresses the updated Extended Essay requirements and key changes for assessments starting in May 2027. If you wish to view the blog post addressing the Extended Essay requirements through November 2026, click here.

The Extended Essay (EE) is one of three core components of the IB Diploma Programme, requiring students to undertake independent research and produce a substantial piece of academic writing. Students may choose between two clear research pathways: a Subject-focused pathway (single DP subject) or an Interdisciplinary pathway (integrating two DP subjects).

The EE involves conducting in-depth research on a specific topic and writing a longer essay than typical DP assignments. Students are expected to invest approximately 40 hours conducting detailed research about a topic of their choice and focusing on a well-defined research question (RQ) that requires original inquiry. To achieve a high score, the research question should not be easily answered through existing knowledge or simple literature review. Instead, it should demand rigorous research, data collection, analysis, and comparison with other studies.

By completing the EE, students develop essential skills such as critical thinking, research, and communication and learn how to structure and present a research paper. These skills are invaluable for university studies and beyond. The process of researching, analyzing, and presenting findings can boost students’ confidence and prepare them for future academic endeavors. Additionally, the skills acquired through the EE can benefit students in their other DP subjects, improving their performance in written assignments and internal assessments.

Understanding the IB Extended Essay

Definition and Objectives

 The Extended Essay is an independent task completed by all full DP students (it is optional for DP courses students), requiring the investment of approximately 40 hours of in-depth research about a topic of their choice and based on a focused research question. The end products are an essay or research paper of not more than 4000 words written through either a subject-focused or interdisciplinary pathway. A key part of the final submission is the Reflection and Progress Form (RPF), which includes a reflective statement of not more than 500 words written after the concluding interview.

The Extended Essay is designed to cultivate advanced academic research and writing skills. Students independently investigate a topic of personal interest, guided by a qualified supervisor. This process culminates in a substantial, formally presented piece of writing. The essay challenges students to develop critical thinking, analytical reasoning, and effective communication skills as they explore their chosen subject, formulate a clear research question, and present their findings in a coherent and well-supported manner. Additionally, undertaking the Extended Essay supports the cultivation of the learner profile attributes.

The Extended Essay in the IB Diploma Programme

Similar to the other core components of the Diploma Programme, Theory of Knowledge (TOK) and Creativity, Activity and Service (CAS), the Extended Essay supports and is supported by the DP courses of the 6 groups. All three core components emphasize reflection, but the Extended Essay takes a unique approach by focusing on the research process itself. Students are encouraged to critically evaluate their decision-making, from the time they choose a topic and the subject pathway until they complete their viva voce. This reflective process allows them to gain valuable insights into their own learning and problem-solving abilities.

Something worth noting is that the grades for the Extended Essay and Theory of Knowledge are combined to determine bonus points for the Diploma Programme. A specific matrix is used to calculate the number of bonus points awarded, with a maximum of 3 points possible. However, to be awarded the IB diploma, students must score a D grade or higher in both their Extended Essay and TOK.

Importance of the Extended Essay

Skill Development

The Extended Essay allows students to develop four of the five approaches to learning skills, namely: communication, research, thinking and reflection.

As the Extended Essay is an independent academic research work, research skills form its foundation. Research and thinking skills are demonstrated in different ways: through the formal presentation of students’ work in the appropriate academic format, sifting through a plethora of published sources to identify relevant data or evidence to support their work, as well as giving due credit to those whose work were consulted (demonstration of academic integrity).

Though research and thinking skills seem the most obvious skills developed through the Extended Essay, students need to use their self-management skills to help them plan, implement and submit their Extended Essay write-up on time. For instance, students will have to organize their work, manage their time to meet all deadlines, keep persevering and showing resilience when met with challenges, and most importantly practice self-motivation and mindfulness throughout the Extended Essay process.

Reflection is ongoing during the whole Extended Essay process. To decide on their topic and research questions, students reflect on what they know, their interest and what they have learnt through preliminary research. Once they have started with their study they constantly reflect on evidence gathered and data collected to decide on the next step. At the end of their research they reflect to evaluate their research and identify limitations and make suggestions for improvements (where applicable). Hence, reflection forms an integral part of the Extended Essay. 

Additionally, reflection is the only ATL skill that is specifically assessed through a dedicated criterion (E). The major change in the new guide related to criterion E is the formal documentation of this process: the reflection is now captured in a single 500-word Reflective Statement written on the Reflection and Progress Form (RPF), with a distinct emphasis on the growth of the learner and the transferable skills developed. This procedural and conceptual shift makes the reflection component a key area of focus in the new assessment structure.

Depth of Knowledge

The 40-hour commitment required for the Extended Essay underscores the depth to which students should explore their topic of interest and their research question. Students can choose to write their Extended Essay within a specific academic discipline (Subject-focused pathway) or explore an Interdisciplinary topic (combining two subjects). The former requires demonstrating knowledge and understanding of the theories, methods, and tools associated with a single subject. The latter requires showing how the integration of two subjects is essential to answering the research question.

Students should carefully choose a research question that requires in-depth investigation, as selecting a well-documented or easily answered topic is unlikely to lead to a high grade. The choice of a rigorous RQ necessitates a comprehensive research process. This involves devising a clear methodology, collecting substantial data, consulting reputable sources, conducting a detailed analysis, using valid arguments supported by evidence, drawing a conclusion, and evaluating the entire research process. The way these sections are presented in the Extended Essay allows the examiner to gauge the student’s depth of knowledge and understanding.

Preparation for University

The rigorous academic research and writing process provides students with invaluable preparation for university. By engaging in the Extended Essay, students develop the confidence and skills necessary to tackle challenging academic tasks, such as long written assignments, research projects, and dissertations. Additionally, the skills developed through the Extended Essay process are not only essential for tertiary education but also for future employment.

Personal Growth

Embarking on the Extended Essay journey is a transformative experience that fosters significant personal growth. As students delve into their chosen topic, they develop essential skills such as critical thinking, problem-solving, and time management. The process of independent research and analysis cultivates intellectual curiosity and the ability to think critically. Moreover, overcoming challenges and setbacks along the way builds resilience, perseverance, and the development of the Learner Profile. Ultimately, the Extended Essay empowers students to become independent learners, equipping them with the tools to succeed in higher education and beyond.

Recognition

The Extended Essay is recognized worldwide, but its primary value to universities stems from its contribution to the student’s overall profile, rather than solely earning specific course credit:

• Overall Diploma Points: A high EE grade is instrumental in maximizing the student’s total IB Diploma score (contributing up to 3 bonus points via the EE/TOK matrix). A strong final score improves a student’s standing for scholarships, general admission requirements, and the maximum overall transfer credit awarded for the full DP.
• Admissions Advantage: Admissions teams, particularly at highly selective institutions (such as Ivy League universities), view a successful EE as strong evidence of a student’s capacity for university-level research and demonstration of deep intellectual curiosity.

The EE underscores the student’s ability to conduct independent academic research, carefully select relevant resources, and produce a well-structured research paper—qualities highly valued by universities as they indicate the student’s readiness to undertake a university-level dissertation.

Key Changes in the IB Extended Essay Guide (for assessment in May 2027 onwards) 

Supervisors should note the following core changes to the Extended Essay guide, effective for the May 2027 assessment session:

1. New Research Pathways

• Interdisciplinary Pathway: A new option allowing students to integrate knowledge from two DP subjects using one of five prescribed Interdisciplinary Frameworks.

• Subject-focused Pathway: The traditional EE approach is now formally designated.

2. Assessment Structure and Criteria

• Total Score: Reduced from 34 marks to 30 marks.

• Criteria Weighting: The separate Presentation Criterion is removed. Marks for Criterion D (Discussion and evaluation) increased to 8 points, making it the highest-weighted criterion. Marks for Criterion E (Reflection) are reduced to 4 points. (Detailed breakdown can be found in the ‘Understanding the Grading Criteria’ section).

3. Reflection Process

• Reflection Format: Simplified to a single, 500-word Reflective Statement (on the RPF) submitted after the final viva voce.

• Focus: Emphasizes the growth of the learner and the development of transferable skills.

4. Increased Flexibility and Streamlining

• History, Economics, and Global Politics: Time-based rules have been removed, allowing students greater freedom in topic selection and justification.

• Language A and Language B: Prescriptive categories (e.g., Category 1, 2, or 3) have been removed. These categories are reframed as potential approaches to encourage flexibility and freedom in developing the research question.

Choosing the Right Topic For Your Extended Essay

Choosing the right topic is crucial for a successful Extended Essay. To select an appropriate topic, students should consider their personal interests, the topic’s relevance, and its feasibility within the given timeframe and resource constraints. The topic should be broad enough to allow for in-depth exploration but specific enough to focus the research.

It is important to avoid topics that are overly narrow or well-documented, as these may limit the scope of research and the potential for original analysis. A good topic should provide the scope for students to develop a well-crafted research question that necessitates extensive research (approximately 40 hours) to arrive at a meaningful conclusion.

Once students have identified their topic they must choose between the Subject-focused pathway (one subject) or the Interdisciplinary pathway (two subjects) after reflecting on whether their topic can be best explored through one (the traditional approach) or a combination of two subjects

The Interdisciplinary Extended Essay Pathway (New for May 2027) 

The Interdisciplinary Pathway allows students to address a research question that requires knowledge, methodology, and tools from two different DP subject groups. This approach is designed for questions that cannot be fully answered using the lens of a single discipline.

When choosing this pathway, the integration of both subjects must be essential to the research question and the analysis.

Guidance for Supervisors: Supervisors should strongly advise students to select an interdisciplinary EE where the student is currently studying at least one of the two DP subjects being used. This ensures the student brings an emerging understanding of the knowledge, concepts, theories, and methods from at least one discipline, which is vital for effectively combining it with the second subject in their research and achieving the required depth of analysis.

To help students structure their interdisciplinary inquiry, the IB provides five prescribed Interdisciplinary Frameworks:

Students must select one of these frameworks to provide the conceptual lens through which their two chosen subjects are integrated to answer the research question.

Important Notes on Frameworks (For Supervisors):

• The connection with the framework is not directly assessed. The main purpose is to provide initial guidance for the inquiry process and assist the IB with assessment coordination.
• A topic does not need to connect with all the words that describe a framework (e.g., in “culture, identity, expression,” the focus might only be on “identity”).
• There is no requirement for a balanced coverage of the two DP subjects used. The depth of integration and relevance to the research question are key.

How to Write an IB Extended Essay

The journey of the Extended Essay begins with meticulous planning and organization. Creating a detailed outline is crucial to structure the research and writing process effectively. This outline should include key sections, headings, and subheadings, providing a roadmap for the essay. It is essential for students to discuss this outline with their supervisor to gain approval and ensure that the format aligns with the subject-specific requirements (of one or 2 subjects depending on the pathway chosen) of the Extended Essay.

As the research progresses, students should remember to continuously refine and update their outline. This dynamic approach ensures that the essay remains focused and coherent. Writing should be an ongoing process, allowing students to develop their ideas gradually and avoid last-minute rushes.

To maintain clarity and accessibility, it is important to use a simple language and explain complex technical terms. Additionally, students are strongly advised to incorporate in-text citations as they write to avoid accidental plagiarism and strengthen the credibility of their research. By following these guidelines, students can lay a solid foundation for a successful Extended Essay.

Introduction

The introduction section of the extended essay should provide an overview of the topic to establish the context of the research within the chosen subject. This should lead clearly to the Research Question (RQ), which must be clear and concise. The introduction should then briefly state the scope, approach, and chosen research pathway (Subject-focused or Interdisciplinary). Finally, the introduction should conclude with an outline of the essay’s structure, guiding the reader through the subsequent sections.

Body

The body of the Extended Essay is where students present their research findings and analysis. This section should demonstrate a deep understanding of the subject matter through accurate use of terminology and effective analysis of the research question. Students must clearly outline their research methodology, including the sources used and the specific methods employed to collect and analyze data. The body is where the student develops a sustained and focused line of argument through the presentation of evidence and critical thinking. The structure will vary, but it must be logical, coherent, and aligned with the conventions of the chosen subject(s).

Conclusion

The conclusion is a crucial component of the Extended Essay, serving as the culmination of the research process and directly informing Criterion D: Discussion and evaluation. It must first explicitly and logically answer the research question (RQ), ensuring it is an informed, evidence-supported, and well-founded conclusion built upon a synthesis of the key findings and arguments presented throughout the essay. A strong concluding section will then transition into a comprehensive discussion and evaluation of the findings.

Appendices and Bibliography

The appendix and bibliography are essential components of the Extended Essay, but they must be placed correctly and used judiciously.

The appendix, if included, should be placed after the bibliography/references. It may contain supplementary material that supports the main body of the essay but is not crucial to understanding the core argument (e.g., raw data tables, survey questionnaires, consent form and external mentor form). It is important that key information, such as the research methodology or primary analysis, should not be relegated to the appendix, as this will negatively impact the score.

The bibliography/references, on the other hand, should list all the sources cited in the essay by using a consistent referencing style. Additionally, for online sources, it is crucial to include the date of access and the date published where available.

Research and Resources

Thorough research, involving a careful selection of both primary and secondary sources, is fundamental to a strong Extended Essay. Primary sources, such as firsthand accounts, surveys, interviews, or experimental data, provide direct insights into the research topic. Secondary sources, including scholarly articles, books, and documentaries, offer interpretations and analyses of primary sources. Evaluating the credibility and reliability of these sources is crucial to ensure the accuracy and validity of the research. By carefully selecting and analyzing sources, students can strengthen their arguments, mitigate bias, and enhance the overall credibility of their Extended Essay. Additionally, meticulous organization and proper citation must be practiced to avoid plagiarism and maintain academic integrity, including the proper citation of any AI-generated content used as a source.

Writing and Revision 

The writing and revision process is a crucial aspect of the Extended Essay. Students should begin drafting early (writing should be taking place on an ongoing basis as work on the Extended Essay progresses), allowing ample time for multiple revisions. These revisions help to identify areas for improvement in terms of clarity, coherence, and argumentation. Self-assessment, using the new Extended Essay assessment criteria, is another valuable strategy to ensure that all aspects of the criteria are addressed. Meticulous attention to grammar, style, and formatting is essential for a polished final product. By following these guidelines, students can produce high-quality Extended Essays that showcase their academic abilities.

Understanding the grading criteria (for first assessment in May 2027)

While the same five criteria are applied to all Extended Essays, their interpretation varies depending on the subject area. The IB Extended Essay Guide provides specific guidance (under subject specific guidance for each subject) on how to apply these criteria to different subjects. Students should have access to the subject specific guidance for the subject in which they are writing their Extended Essay to ensure that their work aligns with the subject specific interpretation of  those criteria.

Each assessment criteria is divided into 

• mark bands that indicate the mark range 
• strands which highlight what is being assessed and for each strand an indicator describing how the strand can be demonstrated within each mark band

Examiners determine the appropriate mark band for each  strand (by scoring each indicator) and then use a best-fit approach to assign a final grade for that criterion.

The five assessment criteria for the Extended Essay (for first assessment in May 2027) are :

The new Extended Essay (EE) assessment framework for the May 2027 assessment continues to use five mark-bearing criteria (A-E), but introduces significant changes in focus and weighting, resulting in a new total of 30 marks (down from 34 in the previous guide).

A crucial point for students is that these five criteria (A-E) are used to assess all Extended Essays equally, regardless of the research pathway chosen (Subject-focused or Interdisciplinary). The specific requirements within the criteria (e.g., in Criteria A and B) ensure the assessment is appropriate for the subject/interdisciplinary context.

The most important changes from the previous guide are the consolidation and restructuring of the academic skills being assessed:

• Old Criterion D Phased Out: The previous Criterion D (Presentation) has been completely phased out as a standalone criterion, with its elements now being assessed under the new Criterion A (Framework for the essay).
• Old Criterion C Split: The previous Criterion C (Critical Thinking) has been split into two distinct new criteria:
  • Criterion C: Focusing specifically on Analysis and line of argument.
  • Criterion D: Focusing specifically on Discussion and evaluation.
• Weighting Reduced: The weighting for Criterion E (Reflection) has decreased from 6 points to 4 points

Understanding the grading criteria

While the same five criteria are applied to all Extended Essays, their interpretation varies depending on the subject area. The IB Extended Essay Guide provides specific guidance (under subject specific guidance for each subject) on how to apply these criteria to different subjects. Students should have access to the subject specific guidance for the subject in which they are writing their Extended Essay to ensure that their work aligns with the subject specific interpretation of  those criteria.

Each assessment criteria is divided into: 

• mark bands that indicate the mark range 
• strands which highlight what is being assessed and under each strand a few indicators are listed which describes how the strands can be demonstrated.

Examiners determine the appropriate mark band for each strand (by scoring each indicator) and then use a best-fit approach to assign a final grade for that criterion.

The five assessment criteria for the Extended Essay (for first assessment in May 2027) are :

The new Extended Essay (EE) assessment framework for the May 2027 assessment continues to use five mark-bearing criteria (A-E), but introduces significant changes in focus and weighting, resulting in a new total of 30 marks (down from 34 in the previous guide).

A crucial point for students is that these five criteria (A-E) are used to assess all Extended Essays equally, regardless of the research pathway chosen (Subject-focused or Interdisciplinary). The specific requirements within the criteria (e.g., in Criteria A and B) ensure the assessment is appropriate for the subject/interdisciplinary context.

The most important changes from the previous guide are the consolidation and restructuring of the academic skills being assessed:

• Old Criterion D Phased Out: The previous Criterion D (Presentation) has been completely phased out as a standalone criterion, with its elements now being assessed under the new Criterion A (Framework for the essay).
• Old Criterion C Split: The previous Criterion C (Critical Thinking) has been split into two distinct new criteria:
  • Criterion C: Focusing specifically on Analysis and line of argument.
  • Criterion D: Focusing specifically on Discussion and evaluation.
• Weighting Reduced: The weighting for Criterion E (Reflection) has decreased from 6 points to 4 points.

Some tips to meet each criteria at the highest band:

Overall, the 4000-word limit for the Extended Essay provides ample opportunity for in-depth research and analysis. Students who fully utilize this word count are more likely to produce comprehensive and insightful essays. Conversely, essays that significantly underutilize the word limit may lack the depth and detail necessary to achieve a high score. Therefore, aiming for a word count between 3500 and 4000 words is generally recommended.

Criterion A: Framework for the essay (6 points)

• The research question chosen should be relevant to the student’s interests and the subject area in which the EE is registered.
• A research question that can be answered solely based on existing DP course knowledge should not be pursued for the Extended Essay.
• Reference to literature while explaining the topic and setting the context of the research adds credibility to the research focus chosen.
• The Research Question (RQ) must be clearly focused, well-defined, and explicitly stated.
• The research question must prompt the student to analyze, evaluate, or argue a point, rather than simply describing a topic or telling a story about it.
• The chosen research pathway (Subject-focused or Interdisciplinary), the research method, and the sources used must be clearly justified as appropriate for the RQ.
• The essay must follow the appropriate structural and presentation conventions for the chosen subject(s) or interdisciplinary approach, which includes:
  • Adhering to all required structural elements: Title page, Table of contents, page numbers, Introduction, Body, Conclusion, and Bibliography.
  • Maintaining a consistent format for headings, subheadings, paragraphs, and using a consistent citation style (e.g., APA, MLA, Chicago) to cite sources within the text.
  • Ensuring all tables, graphs, and charts have an overall title/caption as well as relevant labels and units.
  • Avoiding using tables to circumvent the word count; they should be strictly used to tabulate data.
  • For subjects involving collection of quantitative data (e.g., Science and Mathematics), there should be consistency in decimal points or significant figures of data collected.
  • Footnotes should only be used for referencing material. Do not use them to explain technical terms, as explanatory content in footnotes will be added to the word count.
  • Large data tables that run over several pages should be placed in the appendix, with a sample of the data table included in the main text.

Criterion B: Knowledge and understanding (6 points)

• The essay must clearly demonstrate deep subject-specific knowledge appropriate to the context of the chosen research question and pathway.
• Accurate subject-specific terminology and concepts must be used consistently and effectively throughout the essay.
• For interdisciplinary essays, the student must clearly demonstrate the integration and effective use of knowledge and understanding from both subjects.
• Sources must be relevant, of high-quality, and appropriate to the research and subject area (e.g., scholarly, peer-reviewed, field-specific) and should be effectively referenced and incorporated into the body of the essay in a way that demonstrates the student’s understanding (conceptual understanding).
• Students should demonstrate their understanding by paraphrasing and summarizing information from sources rather than relying solely on quotations. Excessive use of quotation should be avoided as it does not show understanding.
• Technical terms should be clearly and concisely defined, especially when used for the first time. Students must demonstrate an understanding of these terms by using them correctly and accurately within the context of the essay.

Criterion C: Analysis and line of argument (6 points)

• Analysis must be clearly relevant to the RQ, avoiding lengthy descriptive passages that do not contribute to the argument.
• The data, evidence, and research material must be effectively analysed and interpreted, showing the process of deconstruction and critical thought.
• The essay must develop a clear, consistent, and logical line of argument that is focused on addressing the research question, using evidence to construct valid arguments and counterarguments that demonstrate critical thought throughout the body of the essay.
• References must be consistently and accurately integrated within the text to support claims and distinguish the student’s voice from the sources.

Criterion D: Discussion and evaluation (8 points)

• The final conclusion must clearly and logically answer the RQ based on the evidence presented in the essay. For Group 4 subjects (Sciences), it must be a supported, well-explained synthesis of results, not just a repetition of them.

• The discussion must be comprehensively and structured, effectively relating the findings back to the original research question and the wider academic context. Students should use sources (literature, theories, existing research) to support their conclusion(s) and contextualize their findings.
• The essay must include a critical evaluation of the research process and the research outcomes, which is sophisticated and thorough.
• The evaluation should clearly address the strengths, weaknesses, limitations, and potential biases of the methodology, sources, and the arguments presented. Additionally, for Group 4 extended essays, students should also include suggestions for improvement of the investigation.
• The discussion may suggest clear and justified areas for further study or research that logically follow the findings and identified limitations.
• Word Count Warning: In essays exceeding 4000 words, the discussion, evaluation, or conclusion may fall outside the word limit. As examiners only read up to the 4000-word mark, these crucial sections may be overlooked, negatively impacting the overall score for Criterion D.

Criterion E: Reflection (4 points)

• Reflection is assessed through the single 500-word written statement on the Reflection and Progress Form (RPF), which is completed after the final viva voce (supervisory session).
• The reflection must focus specifically on the growth of the learner and the development of transferable skills (ATL skills) gained throughout the process.
• The student must explicitly evaluate the effect of the EE learning experience on them as a learner, commenting on challenges encountered, how they adapted their approach, and what skills they gained or refined.
• The reflection must show deep engagement with the research journey and provide evidence of insight and intellectual initiative.
• Students are strongly recommended to set up their Researcher’s Reflection Space (RRS), an informal note-taking space, where ideas and thoughts can be gathered to inform their final formal reflective statement.

IB Extended Essay Examples

The IB’s repository of Extended Essays  (available for different subjects on its Extended Essay website) provides a valuable resource for students and supervisors alike. By analyzing both high-scoring and lower-scoring essays, students can gain insights into the expectations and standards of the assessment. Successful exemplars offer models of effective research methodologies, strong argumentation, and clear writing styles. In contrast, lower-scoring essays can highlight common pitfalls, such as weak thesis statements, insufficient evidence, or poor organization. By learning from both types of examples, students can improve their own work and produce high-quality Extended Essays that meet the rigorous requirements of the IB diploma programme. Hence, Extended Essay supervisors are encouraged to share Extended Essay exemplars (good and bad essays) with the students they are supervising.

Overcoming Common Challenges

“To get through the hardest journey, we need to take only one step at a time, but we must keep on stepping.” Chinese Proverb.

Despite the fact that the Extended Essay may look like a mammoth task, students should break the research down into smaller chunks each with their own interim deadlines. This approach ensures students work consistently and do not feel overwhelmed. There will be times when progress is minimal, yet students must keep persevering and use their problem-solving and creative thinking skills to work around the roadblocks. To summarize, the key to completing the Extended Essay on time is to create a plan and to follow it to completion by practicing proper time management and by persevering.

Students would also benefit by keeping track of all the literature sources they are consulting for their Extended Essay and to continuously add their in-text citations and update their bibliography. Waiting until the end to do this is a practice that may lead to violation of academic integrity. Whenever in doubt about how to correctly reference a source, or how to cite the use of an AI tool, students should reach out to their school librarian or supervisor for help. Students are expected to have a clear understanding of what is considered as academic malpractice and to always give due credit to authors whose work are being referenced in their Extended Essays.

Conclusion: Embarking on Your IB Extended Essay Journey

The Extended Essay is less about the final product and more about the transformative learning journey students undertake. It offers a unique opportunity for students to delve deeply into a subject of their interest, fostering independent research, critical thinking, and effective communication skills. This process encourages further exploration and research, ultimately leading to academic and personal growth, intellectual curiosity, problem-solving abilities, and a lifelong love of learning.