Strategies for Mitigation and Adaptation to Global Change
Code: 45793Credits: 5
| Degree programme | Type | Course |
|---|---|---|
| Interdisciplinary Studies in Environmental, Economic and Social Sustainability | OP | 1 |
Contact lecturer
- Name :
- Alaitz Zabala Torres
- Email :
- alaitz.zabala@uab.cat
Teaching staff
- Mercedes Cisneros Bermejo
- Ferran Paune Fabre
Group languages
You can consult this information at the end of the document.
Prerequisites
This course is intended for students enrolled in the Master's programme. Admission requirements are those established by the general regulations governing admission to the Master's programme.
Objectives
This course has a strongly applied orientation and aims to provide students with the knowledge and tools required to analyse and address challenges associated with global change.
The main objectives are:
- To develop critical thinking and interdisciplinary skills through the analysis of practical global change case studies.
- To understand the main socio-ecological challenges associated with global change and climate change.
- To acquire knowledge of the fundamental concepts of mitigation and adaptation, and their application across different spatial and temporal scales.
- To analyse mitigation and adaptation strategies implemented to address the impacts of global change.
- To evaluate the role of ecosystem services and nature-based solutions in responding to current environmental challenges.
Learning outcomes
- (CA50) Design innovative proposals that incorporate nature-based solutions to address the effects of climate change.
- (CA51) Develop sustainable management solutions through mitigation and adaptation strategies, based on the assessment of the impacts of global change.
- (CA52) Propose well-supported measures to reduce socioeconomic inequalities in the implementation of global change mitigation and adaptation strategies.
- (KA54) Describe the conceptual framework of global change mitigation and adaptation strategies.
- (KA55) Explain current socio-ecological challenges and the role of nature-based solutions in mitigating and adapting to global change.
- (KA56) Describe the valuation of ecosystem services as a component of adaptation strategies.
- (SA50) Apply tools and methods for the follow-up and monitoring of ecosystem services, as well as to evaluate the impact of mitigation and adaptation strategies on them.
- (SA51) Determine strategies for the co-production of global change mitigation and adaptation measures, in collaboration with local actors and communities.
Contents
The course contents include:
- Identifying current socio-ecological challenges.
- Conceptual framework of mitigation and adaptation strategies to global change.
- Design of mitigation and adaptation strategies to global change aimed at enhancing resistance and resilience to the effects of climate change (nature-based solutions).
- Valuation of ecosystem services.
- Monitoring and assessment of ecosystem services.
- Evaluation of the effects of mitigation and adaptation strategies to global change on ecosystem services.
Course Organization
Block 1. Conceptual Foundations
- Global change, climate change and the Anthropocene.
- Temporal scales, feedbacks and tipping points.
- Mauna Loa and CO₂ monitoring. Climate change denialism.
- IPCC framework: mitigation and adaptation.
Block 2. Sustainability and Global Governance
- Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs).
- COPs, the European Green Deal, and other agreements and policy frameworks.
Block 3. Mitigation Strategies
- Energy: decarbonization, CCS and CCUS, renewable energy, nature-based solutions, mitigation policies and instruments, and the environmental costs of the energy transition.
- Production and consumption models, circular economy, and waste management.
- The challenge of data processing centres (DPCs): artificial intelligence and sustainability.
Block 4. Adaptation Strategies
- Heat.
- Water.
- Natural hazards across different temporal scales.
- Biodiversity and Geodiversity
- Seveso and Risk Perception
- Ecosystem-based adaptation.
- Spatial planning and adaptation.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Type: Autonomous | |||
| Preparation of the final course project | 32 | 1.28 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Preparing oral presentations | 20 | 0.8 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Scientific literature review and case study analysis | 23 | 0.92 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Type: Guided | |||
| Case studies: Guided discussions, focus groups, and learning activities based on the Jigsaw method. | 8 | 0.32 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Field trips and associated activities | 10 | 0.4 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Participatory lecture sessions | 18 | 0.72 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Type: Supervised | |||
| Supervision and follow-up of assignments and presentations | 12 | 0.48 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
The teaching methodology will combine lectures delivered by the teaching staff with participatory activities aimed at promoting active learning. Classes will include guided discussions, case study analysis, and collaborative learning activities, including the Jigsaw methodology and focus groups.
During the course, two field trips will be conducted, one half-day trip and one full-day trip. The objective will be to explore and apply concepts covered in class through the analysis of real-world case studies. Both field trips are compulsory. They will take place outside the UAB campus but within the territory of Catalonia.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Active participation in classroom activities and discussions. | 20 % | 0 | 0 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Technical report on a field trip | 15 % | 0 | 0 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Treball final de l'assignatura | 35 % | 0 | 0 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
| Two oral presentations | 30 % | 2 | 0.08 | CA50, CA51, CA52, KA54, KA55, KA56, SA50, SA51 |
This course does not offer a single-assessment option.
The course will be assessed through the following activities: an initial individual oral presentation, a technical report based on one of the field trips, the final course project, and an individual oral presentation of the final project. Active participation in classes and discussions will also be taken into account.
For the different assessment activities to count towards the final grade, students must obtain a minimum grade of 5 out of 10 in each of them. All activities must be submitted within the deadlines established by the teaching staff.
Both field trips associated with the course are compulsory. If a student is unable to attend either field trip, the absence must be duly justified in accordance with the criteria and deadlines established by the teaching staff. Unjustified absences may have academic consequences for the assessment of activities associated with the field trips.
To pass the course, students must complete all compulsory activities and pass all assessment activities, including, where applicable, the corresponding reassessment activities.
The activities eligible for reassessment are the final course project and the technical report based on the field trip.
Not assessable
Attendance at both theoretical classes and practical sessions will be monitored. To be eligible for assessment, students must attend at least 80% of the scheduled sessions. A student will receive a final grade of “Not assessable” if they have attended less than 80% of the scheduled sessions or have not completed assessment activities accounting for at least 50% of the final grade.
Regarding the use of artificial intelligence (AI) in this course, and in accordance with UAB regulations, the third model for the use of AI has been adopted:
Model 3 – Permitted use: “In this course, the use of AI technologies is permitted as an integral part of the development of coursework, provided that the final submission reflects a significant contribution by the student in terms of analysis and personal reflection. Students must clearly identify which parts have been generated using AI 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 disclose the use of AI will be considered a breach of academic integrity and may result in a penalty to the grade awarded for the activity, or more serious sanctions in cases of severe misconduct.”
Note on potential irregularities in assessment:
Any irregularity committed by a student that may significantly affect the grade awarded for an assessment activity will result in a grade of 0 for that activity, regardless of any disciplinary measures that may be taken. If several irregularities are detected in different assessment activities within the same course, the final grade for the course will be 0.
Serious irregularities include, but are not limited to:
- Allowing other people to copy your assessment work.
- Copying, either wholly or partially, any practical assignment, report, or other assessment activity.
Bibliography
*Alcalde, J., Flude, S., Wilkinson, M., Johnson, G., Edlmann, K., Bond, C. E., Scott, V., Gilfillan, S. M. V., Ogaya, X., & Haszeldine, R. S. (2018). Estimating geological CO₂ storage security to deliver on climate mitigation. Nature Communications, 9, 2201. https://doi.org/10.1038/s41467-018-04423-1
*Alcalde, J., Johnson, G. & Roberts, J.J. (2025). National climate strategies show inequalities in global development of carbon dioxide geological storage. Commun Earth Environ 6, 61. https://doi.org/10.1038/s43247-025-02043-4
*Boqué-Ciurana, A., Cisneros, M., Olano Pozo, J.X., Cimolai, C., Vásquez Yánez, R. & Aguilar, E. (2026). Co-created climatologies for sea leisure activities and adaptation strategies in the central-western Mediterranean: Advancing sustainability and enhancing recreational experiences. Ocean & Coastal Management, 273, 108035.
*Carson, R. (1962). Silent Spring. Boston, MA: Houghton Mifflin.
*catalogo-esbn.icta.cat/
*Cisneros, M., Cacho, I., Frigola, J., Canals, M., Masqué, P., Martrat, B., Casado, M., Grimalt, J. O., Pena, L. D., Margaritelli, G., & Lirer, F. (2016). Sea surface temperature variability in the central-western Mediterranean Sea during the last 2700 years: a multi-proxy and multi-record approach. Climate of the Past, 12, 849-869. https://doi.org/10.5194/cp-12-849-2016
*Cisneros, M., Olano Pozo, J. X., Boqué-Ciurana, A., Cimolai, C., Dermit, D., Arnal, A., Masip, M., Sigro, J., & Aguilar, E. (2025). Unravelling climate misinformation: Fact-checking of climate disinformation in Spanish-speaking podcasts. Environmental Research Communications, 7(7), 075029. https://doi.org/10.1088/2515-7620/adf37a
*deMenocal, P., Ortiz, J., Guilderson, T., Adkins, J., Sarnthein, M., Baker, L., & Yarusinsky, M. (2000). Abrupt onset and termination of the African Humid Period: Rapid climate responses to gradual insolation forcing. Quaternary Science Reviews, 19(1-5), 347-361. https://doi.org/10.1016/S0277-3791(99)00081-5
*ecoadapt50.eu/es/
*Graham, S., Wary, M., Calcagni, F., Cisneros, M., De Luca, C., Gorostiza, S., et al. (2023). An interdisciplinary framework for navigating social-climatic tipping points. People and Nature, 5(5), 1445-1456. https://doi.org/10.1002/pan3.10516
*IPCC (2021). Climate Change 2021: The Physical Science Basis. WG I.
*IPCC (2022). Climate Change 2022: Impacts, Adaptation and Vulnerability. WG II.
*IPCC (2022). Climate Change 2022: Mitigation of Climate Change. WG III.
*IPCC (2023). Climate Change 2023: Synthesis Report. IPCC.
*Martínez-Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham, UK: Edward Elgar Publishing.
*Rockström, J., Gupta, J., Qin, D. et al. (2023). Safe and just Earth system boundaries. Nature 619, 102–111. https://doi.org/10.1038/s41586-023-06083-8
*Ruddiman, W. F., He, F., Vavrus, S. J., & Kutzbach, J. E. (2020). The early anthropogenic hypothesis: A review. Quaternary Science Reviews, 240, 106386. https://doi.org/10.1016/j.quascirev.2020.106386
*Shortridge, J., Räsänen, A., & Marttila, H. (2026). Operationalizing the Concept of Socio-environmental Tipping Points in River Basin Management. Environmental Management, 76(9), 284. https://doi.org/10.1007/s00267-026-02585-z
*Steffen, W., Sanderson, A., Tyson, P. D., Jäger, J., Matson, P. A., Moore III, B., Oldfield, F., Richardson, K., Schellnhuber, H. J., Turner II, B. L., & Wasson, R. J. (2004). Global Change and the Earth System: A Planet Under Pressure. Springer.
*Wang, Y., Feldpausch, T. R., Swindles, G. T., Moss, P., McGowan, H. A., Sim, T. G., Morris, P. J., Benfield, A., Courtney-Mustaphi, C., Wahl, D., Montoya, E., Githumbi, E., Honorio Coronado, E. N., Augustijns, F., Verstraeten, G., O'Donnell (Roe), J., Tibby, J., Benavides, J. C., Hapsari, K. A., ... Gallego-Sala, A. V. (2026). Unprecedented burning in tropical peatlands during the 20th century compared to the previous two millennia. Global Change Biology, 32, e70717. https://doi.org/10.1111/gcb.70717
Software
Not applicable.
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 |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | English | second semester | afternoon |
| (PCAMm) Field practices (master) | 1 | English | second semester | afternoon |
| (PCAMsm) Suport a les pràctiques de camp (màster) | 1 | English | second semester | afternoon |