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SPOL28160

Academic Year 2026/2027

Enviro, Soc & Human Wellbeing (SPOL28160)

Subject:
Social Policy
College:
Social Sciences & Law
School:
Soc Pol, Soc Wrk & Soc Justice
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Orla Kelly
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module engages with the foundational challenge of the twenty-first century: How can societies transform themselves to meet the escalating global environmental crises while securing equitable human wellbeing?

This challenge of action and systemic transformation requires a deep understanding of the socio-political drivers that shape human-environment relationships. In this module, students will develop this understanding by critically examining key sustainability debates: from the tension between over-consumption and ecological limits to the green growth versus degrowth framework, the ethics of climate justice, and the role of technological solutions versus social transformation. Students will examine how societal provisioning systems can support human wellbeing within planetary boundaries, using eco-social policy as a guiding framework.

The module bridges critical theory and real-world implementation by moving beyond the abstract; we will investigate the practical mechanics of policy design, from addressing community opposition and public backlash to navigating the complexities of just transitions and deliberative governance. By the end of this module, you will be equipped to navigate these tensions, balancing ambitious climate targets with social equity to craft evidence-based recommendations that turn sustainability theory into impactful, actionable policy.

Active participation is central to the learning outcomes. Students engage regularly in in-class group work and discussions. The assessment strategy encourages peer learning and interaction and helps students to cultivate essential professional competencies, including collaborative teamwork, effective communication, and stakeholder engagement.

About this Module

Learning Outcomes:

Analyse the socio-economic and political drivers of global environmental crises (e.g., consumption, materialism, inequality)
Distinguish between various conceptualisations of human wellbeing (e.g., subjective vs. eudemonic) and their use in policy and governance.
Evaluate the complex implications of ecological limits and environmental crises for human needs, wellbeing, and intergenerational equity
Collaborate effectively within a group during in-class activities to manage task distribution, resolve disagreements, and collectively achieve shared sustainability goals.
Understand how to build policy recommendations that reconcile climate mitigation targets with the promotion of global human wellbeing, equity, and a just transition.

Indicative Module Content:

Weekly Schedule

W1. The Social Drivers of the Environmental Crises
W2. What is Sustainable Human Well-being?
W3. (Over) Consumption and Human Well-being
W4. The Economy: Does Bigger mean Better?
W5. Inequality and Climate Justice
W6. Tech Bros to the Rescue?
W7. Health, Wellbeing and Eco Social Cobenefits
PART II: Governance for Sustainability
W8. Reading Week
W9. Eco-Social Governance
W10. Backlash and Polarization
W11. Deliberative Governance
W12. Climate Action, Wellbeing and Social Change



We will cover the following theories and concepts;

• Theory of universal need
• Inter-and intra-generational equity
• Risk and disproportionality in outcomes
• Hedonic and eudaimonic well-being
• Sustainable Human Wellbeing
• Emissions reductions and fair burdens
• Human Development Index
• Wellbeing economy
• Conspicuous vs vicarious consumption, leisure, and waste.
• Eco-social policies
• Degrowth and post-growth perspectives

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. Competent

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. Proficient

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. Competent

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. Expert

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

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

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. Expert

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 4

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 4

Ensure healthy lives and promote well-being for all at all ages 5

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5

Achieve gender equality and empower all women and girls 5

Ensure availability and sustainable management of water and sanitation for all 3

Ensure access to affordable, reliable, sustainable and modern energy for all 4

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5

Reduce inequality within and among countries 5

Make cities and human settlements inclusive, safe, resilient and sustainable 5

Ensure sustainable consumption and production patterns 5

Take urgent action to combat climate change and its impacts 5

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 5

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 5

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 5

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 5
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

38
Autonomous Student Learning

40
Lectures

22
Total

100

Approaches to Teaching and Learning:
Lectures; critical reading, in-class activities and task-based learning; peer and group work

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
SUST20030 - Enviro, Soc & Human Wellbeing


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Exam (In-person): An in-person exam based to assess key learning outcomes. End of trimester
Duration:
1 hr(s)
 Alternative linear conversion grade scale 40% No
70
 No
Participation in Learning Activities: 1500-word reflection on in-class group learning activities. Week 11 Alternative linear conversion grade scale 40% No
30
 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
Yes
 

Resit In Terminal Exam
Spring No
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?

Not yet recorded.

All weekly articles will be in a folder on the course Brightspace page.

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 Thurs 15:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 13:00 - 13:50
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