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International Environmental Policy 

Code: 104479
Credits: 6
2026/2027
Degree programme Type Course
International Relations OP 4

Contact lecturer

Name :
Olivia Isabell Glombitza
Email :
olivia.glombitza@uab.cat

Teaching staff

Gebrael Abou-Askar Molina
Olivia Isabell Glombitza

Group languages

You can consult this information at the end of the document.

Prerequisites

No prerequisites are required.

Objectives

The environment has been a major topic in international relations for nearly half a century now. Typically of a cross-border nature, environmental problems have been identified as a quintessential policy area for international cooperation – interests, ideas and institutions play out at the international level and shape the who gets what in this domain. This has particularly been the case since the 1972 UN Conference on the Human Environment (Stockholm), which is generally taken as the first significant instance of global environmental diplomacy. Since then, states, intergovernmental organizations, businesses, NGOs and scientists have all deployed considerable resources to foster, influence or derail negotiations on international agreements regarding climate change, biodiversity, bio-safety, acid rain, stratospheric ozone, desertification, trade in endangered species, hazardous wastes, whales, the Antarctic, or marine pollution, among other environmental issues.

This course addresses both the analytical and empirical components of international environmental politics. Sessions are designed to link analytical and conceptual discussions (the study of actors, power, interests, institutions, ideas, etc.) with the presentation of specific international negotiations, conferences and regimes. 

Learning outcomes

  1. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  2. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  3. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  4. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  5. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  6. Identify data sources and carry out rigorous bibliographical and documentary searches.
  7. Use metatheoretical data to argue and establish plausible relation of causality and establish ways of validating or rejecting them.
  8. Apply quantitative and qualitative analysis techniques in research processes.
  9. Produce and prepare the presentation of intervention reports and/or proposals.
  10. Apply the bases of international theories and their different focuses to problems related to human rights, cooperation for development, humanitarian aid and international policies for the environment.
  11. Use analytical tools for international regimes for problems such as human rights, environment and cooperation for development and humanitarian aid.
  12. Analyse and explain the international agenda management in areas of human rights, environment and cooperation for development and humanitarian aid, and the role of the different actors in it.
  13. Analyse and explain the role of different actors in the implementation of actions and public policies in areas of human rights, environment and cooperation for development and humanitarian aid.
  14. Analyse the operation of the main international institutions in areas related to human rights, environment and cooperation for development and humanitarian aid and the application of the respective regimes and regulations.
  15. Evaluate the impact of topics related to human rights, environment, cooperation for development and humanitarian aid in foreign policies and public policies of the main states.
  16. Evaluate the impact on the policies and actions of the main states and international actors of the main treaties and legal rulings, of different types, which regulate areas of human rights, environment, cooperation for development and humanitarian aid.
  17. Propose new experience-based methods or alternative solutions.
  18. Weigh up the risks and opportunities of one's own ideas for improvement and proposals made by others.
  19. Propose new ways to measure success or failure when implementing ground-breaking proposals or ideas.
  20. Identify the social, economic and environmental implications of academic and professional activities within the area of your own knowledge.
  21. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  22. Propose viable projects and actions that promote social, economic and environmental benefits.
  23. Propose ways to evaluate projects and actions for improving sustainability.
  24. Explain the explicit or implicit code of practice of one's own area of knowledge.
  25. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  26. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  27. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights, diversity and democratic values.
  28. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  29. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  30. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  31. Propose projects and actions that incorporate the gender perspective.
  32. Communicate using language that is not sexist or discriminatory.
  33. Analyse how the operational rules of international society apply to topics related to human rights, environment and cooperation for development and humanitarian aid.

Contents

At the end of the course students will be familiar with the basic analytical tools and empirics of international environmental politics. More to the point, students will develop a critical understanding of key areas of international environmental politics in terms of the outcomes of negotiations, the objectives of actors, their motives, the resources they are able to mobilize, alliances, and the interests at play. In addition, the course also helps students to develop the capacity to understand, discuss and use some of the most relevant analytical and conceptual approaches to the study of international environmental politics which are often specific variations of broader approaches to global governance more generally.


 


BLOCK I: Cooperation, institutions and a bit of history


1. International environmental problems, collective action problems and cooperation


2. Change and continuity in the history of international environmental politics


3. Regimes, not organizations, and why that matters


4. The cycle of international environmental negotiations


 


BLOCK II: Actors, power, interests and preferences


5. States in international environmental politics: power, preferences and interests


6. Environmental NGOs: voice, access, and direct action


7. Companies and private authorities: the transnational governance sphere


8. International environmental politics and the UN system


 


BLOCK III: Negotiations, cooperation and conflict


9. Climate: the many changes of climate politics


10. Ozone: the model of environmental negotiations


11. Whales: a tale of three transnational actors


12. Biodiversity: North and South


13. Palm oil: private authorities


14. Acid rain: the role of knowledge and science


15. The debate on environmental security

Learning activities and methodology

Title Hours ECTS Learning outcomes
Lectures 30 1.2 1, 2, 3, 5, 8, 12, 13, 20, 28, 29, 30, 32
Student-led preparation of group exercises 30 1.2 1, 2, 3, 4, 5, 7, 9, 11, 12, 13, 14, 15, 17, 18, 19, 20, 23, 24, 25, 26, 27, 29, 30, 32, 33
Debates, discussions and quizzes 4 0.16 1, 2, 3, 4, 5, 7, 8, 9, 12, 13, 18, 19, 20, 23, 24, 25, 26, 27, 28, 30, 31, 33
Seminars 20 0.8 1, 2, 3, 5, 7, 9, 12, 13, 15, 18, 20, 23, 25, 26, 27, 28, 30, 31, 33
Student-led study 50 2 1, 2, 3, 4, 5, 8, 12, 13, 15, 17, 20, 23, 24, 25, 26, 28, 29, 30, 31
Case studies 16 0.64 1, 2, 3, 5, 9, 12, 13, 15, 18, 20, 25, 26, 27, 28, 30, 31, 33

See table above

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
First partial exam (open book) 35% 0 0 1, 2, 3, 4, 5, 8, 9, 11, 12, 13, 14, 17, 21, 25, 26, 27, 28, 29, 30, 31, 32
Second partial exam (open book) 35% 0 0 1, 2, 3, 4, 5, 8, 9, 11, 12, 13, 14, 17, 21, 25, 26, 27, 28, 29, 30, 31, 32
Seminars 20% 0 0 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 28, 30, 31, 32, 33
Participation in class 10% 0 0 1, 2, 3, 5, 12, 13, 26, 27, 30

The evaluation of this course consists of the following:

1. A partial exam covering the first part of the course programme mid-way through the course: 35% of the final grade.

2. A partial exam covering the second part of the course programme at the end of the course (on the last day of class): 35% of the final grade.

3. Seminars: 20% of the final grade.

4. Continuous assessment: participation in class and activities programmed by the teaching staff, such as quizzes, debates, text commentaries, etc.: 10% of the final grade.

Important considerations:

In order to pass the course, it is necessary to obtain a minimum grade of 5 in each of the partial exams and the weighted average final grade of the course also needs to result in a minimum grade of 5. If failing to overcome the threshold, students will be able to take part in a retake exam if they have participated in assessment activities equivalent to 60% of the final grade. The retake exam will take place on the date of the retake exam scheduled by the faculty.

Single assessment:

Students who have so requested in due time and form, may participate in a single assessment activity consisting of an exam (70% of the grade) and a practical activity (30% of the grade). This single assessment activity will take place on the last day of class at the end of the term. To pass the single assessment activity, it is necessary to obtain a minimum grade of 5. In case of failing to overcome the threshold, the assessment activity can be retaken on the date of the retake exam scheduled by the faculty.

Use of Artificial Intelligence (AI) - Restricted use:

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as proofreading, editing,or translating texts authored by the student. The student must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced both the process and the final outcome of the activity. Failure to be transparent about the use of AI in this graded activity will be considered a breach of academic honesty and may result in a partial or total penalty on the grade for the activity, or more serious sanctions in severe cases.


Any irregularity committed during an assessment activity (academic fraud, plagiarism, or improper use of AI, unless such use is expressly authorized in the course guide) that could lead to a significant change in the grade will result in that assessment being graded as 0. If the course guide establishes that passing the course requires obtaining a minimum grade on that particular assessment, or if multiple irregularities occur in the assessment activities of the same course, the final grade for the course will be 0. In addition, disciplinary proceedings may be initiated against any student who commits any of these irregularities. The teaching staff reserves the right to conduct oral interviews or an alternative assessment in order to verify that the student has genuinely acquired the required knowledge and competencies and, consequently, to confirm the validity of the assessment work submitted by the student.


Bibliography

- Pamela S. Chasek and David L. Downie (2021), Global Environmental Politics, Routledge.
 
- Pamela S. Chasek, David L. Downie and Janet Welsh Brown (2017), Global Environmental Politics, Westview Press.
 
- Paul G. Harris (2022), Routledge Handbook of Global Environmental Politics, Routledge.
 
- Michele M. Betsill, Kathryn Hochstetler, Kathryn, and Dimitris Stevis (eds) (2014), Advances in International Environmental Politics, Palgrave.

Software

No software in particular.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 English first semester morning-mixed
(PAUL) Classroom practices 1 English first semester morning-mixed