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SOC41180

Academic Year 2026/2027

Environmental Crises, Inequality and Sustainable Futures (SOC41180)

Subject:
Sociology
College:
Social Sciences & Law
School:
Sociology
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Egle Gusciute
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Environmental crises - from climate change and toxic pollution to land conflict and biodiversity loss - are among the most pressing challenges facing contemporary societies. This module examines these crises from a sociological perspective, focussing on the interactions between human societies and the natural environment and on the inequalities that shape who causes, experiences, and responds to environmental harm. Throughout the module, students will engage with key theoretical frameworks within environmental sociology - including risk society, ecological modernisation theory, slow violence, ecofeminism, and degrowth - examining topics such as environmental inequality and racism, slow violence and green crime, climate-induced migration, indigenous rights and decolonial perspectives, consumption and waste, food systems, social movements, energy transitions, and green urbanism. The module will focus on case studies from both the Global North and Global South and will examine pathways to more just and sustainable futures, including just transition, degrowth, and non-Western alternatives such as Buen Vivir. By the end of the module, students will have the theoretical tools to critically analyse environmental crises, understand the structural inequalities that drive them, and evaluate proposed solutions from comparative and global perspectives.

About this Module

Learning Outcomes:

Students successfully completing the module will:
1) Acquire an understanding of social dimensions of climate change and engage with key concepts, debates, and issues;
2) Display competence in interpreting and analysing theoretical, methodological and empirical work on social dimensions of climate change from an interdisciplinary perspective;
3) Reflect and critically analyse social dimensions of climate change;
4) Identify key issues and consider possible solutions from a comparative and global perspectives.

Indicative Module Content:

Theories and frameworks: risk society, ecological modernisation theory, treadmill of production, metabolic rift, slow violence, ecofeminism, degrowth, Buen Vivir

Topics: environmental inequality and racism, green crime, climate-induced migration, indigenous rights and decolonial perspectives, consumption and waste, food systems, social movements, energy transitions, green urbanism, just transition, sustainability, environmental health

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Expert

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Expert

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Expert

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 2

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 2

Ensure healthy lives and promote well-being for all at all ages 2

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Achieve gender equality and empower all women and girls 2

Ensure availability and sustainable management of water and sanitation for all 2

Ensure access to affordable, reliable, sustainable and modern energy for all 2

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 2

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 3

Make cities and human settlements inclusive, safe, resilient and sustainable 3

Ensure sustainable consumption and production patterns 3

Take urgent action to combat climate change and its impacts 2

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Autonomous Student Learning

228
Total

250

Approaches to Teaching and Learning:
This module will follow a face-to-face lecture/seminar format. It will include lectures, group discussions,
active/task-based learning, peer and group work, case-based learning, student presentations.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): In-person essay Week 12 Standard conversion grade scale 40% No
60
 No
Individual Project: 15 min in-class presentation. Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11 Standard conversion grade scale 40% No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Individual, written feedback will be provided through the VLE. Additional feedback is available during office hours.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Tues 13:00 - 14:50
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