Universitat Internacional de Catalunya
Cultural Foundations: Global Sustainability: Critical Analysis of a World in Transformation
Other languages of instruction: English, Spanish
Teaching staff
Individual or group academic tutorials can be arranged by appointment with Dr Sílvia Albareda via email at salbareda@uic.es.
Introduction
Considering growing evidence of planetary degradation and the worsening of environmental and social crises, the United Nations General Assembly adopted the 2030 Agenda and the Sustainable Development Goals (SDGs) in 2015, aiming to guide the international community towards a more sustainable, just and secure future. The interconnected crises of climate change, biodiversity loss, armed conflict and social inequalities now shape a highly complex global context that calls for transformative responses.
In this context, Education for Sustainable Development (ESD), included in SDG target 4.7, has become an essential tool for promoting individual and collective transformation capable of addressing contemporary ecosocial challenges. The climate emergency and social crises require both legal and scientific and technical measures, as well as comprehensive climate, environmental and social education that fosters critical, socially responsible citizenship committed to environmental justice.
In this process of ecosocial transition, universities play a fundamental role: they generate knowledge, educate professionals and foster critical thinking. They also act as key institutions in driving structural and cultural changes that enable societies to become more sustainable (BOE, 2021 and 2023).
This course addresses socio-environmental problems and their relationship with the SDGs through an integral approach to sustainability. Sustainability is not the exclusive responsibility of any single profession: architects, economists, educators, legal professionals, engineers, communication professionals and healthcare professionals need to develop ecosocial competencies that enable them to understand and respond to the complexity of current challenges. Within this framework, the university—as an educational institution serving society—assumes a major ethical and social responsibility for educating professionals capable of contributing to a just, inclusive and sustainable transformation.
Pre-course requirements
To take the Integral Sustainability course, students are expected to demonstrate the ability to critically analyse contemporary challenges, as well as an interest in and willingness to contribute to building a more just, peaceful and sustainable world.
Objectives
- Understand the Sustainable Development Goals (SDGs) as an international framework of reference, a tool for assessing progress towards sustainability and an instrument for communication and cohesion among public administrations, the private sector and civil society.
- Analyse ecosocial issues linked to the targets of the Sustainable Development Goals (SDGs) and design viable, context-specific solutions through collaborative work in international teams of students from UIC Barcelona and Colombia, integrating different cultural and territorial perspectives.
- Acquire a foundation in sustainable development through knowledge of regulatory definitions, operational criteria, indicators, teamwork methodologies and participatory decision-making processes.
- Understand the main contemporary socio-environmental problems in their ecological, demographic, food-related, economic, social and political dimensions, and analyse interactions between society and the environment.
- Analyse the role of the university in promoting sustainable development through education, research, knowledge transfer and community engagement.
Competences/Learning outcomes of the degree programme
- 46 - To acquire the ability to understand and participate in conferences and lectures in an academic context.
- 60 - To acquire knowledge that promotes respect for other cultures and habits.
- 61 - To develop skills for adapting to new situations.
- 62 - To acquire mechanisms that facilitate the adoption of ethical commitments.
- 64 - To be able to plan and organise one's work.
- 65 - To acquire the ability to put knowledge into practice.
- 68 - To develop mechanisms that encourage sensitivity towards social welfare issues.
Learning outcomes of the subject
By the end of the course, students will be able to:
1. Critically analyse major global and local ecosocial challenges, identifying the interrelationships between the environmental, social, economic, cultural and ethical dimensions of sustainability from a systemic and interdisciplinary perspective.
2. Evaluate the causes and consequences of socio-environmental inequalities, particularly in access to natural resources, climate change and biodiversity loss, applying principles of social justice, intergenerational equity and respect for human rights.
3. Critically examine production and consumption models, assessing their socio-environmental impacts and proposing alternatives based on the circular economy, responsible resource use, a just transition and sustainable food systems.
4. Propose sustainable solutions to real-world ecosocial problems, particularly in vulnerable contexts in the Global South, integrating scientific knowledge, interdisciplinary perspectives, local knowledge and climate justice principles.
5. Develop critical thinking and ethical reflection on fundamental questions of human existence and contemporary challenges, recognising personal and collective responsibility for building a more just, compassionate and sustainable society.
6. Integrate the principles of integral sustainability into future professional practice, identifying opportunities to contribute, across different fields of knowledge, to sustainable development, the common good and social transformation.
7. Communicate analyses of ecosocial problems and proposals for improvement clearly, rigorously and persuasively, both orally and in writing, using reliable scientific sources and adapting communication to diverse audiences.
8. Collaborate in interdisciplinary teams to develop sustainability and social engagement initiatives, connecting academic knowledge, research, professional practice and community action with an attitude of responsibility, participation and ethical commitment.
Other competencies- Ability to work in a participatory and collaborative manner.
- Creativity and entrepreneurial skills.
Syllabus
1. Global socio-environmental problems
Types, visible and underlying causes, interdependencies and global effects. Resource conflicts, environmental inequalities and climate migration.
2. SDGs and responses to the planetary emergency
Sustainable Development Goals. Technological, political and community-based solutions; social innovation. An integral vision of sustainability.
3. Indicators and assessment of ecological impact
Ecological footprint, carbon footprint, emissions, biodiversity and environmental quality. Tools for measuring the condition of ecosystems and the effects of human activities.
4. Environmental governance and human rights
Sustainable and equitable access to natural resources and land. Renewable energy and the right to a healthy environment. Barriers and opportunities for sustainability.
5. Ecological transition and sustainable production models
Product life cycle. Just transition, circular economy and productive transformation. Sustainable agriculture, food sovereignty and waste reduction. Relationships between production, consumption and socio-environmental impacts.
6. Multidisciplinary analysis and impact assessment
Systems thinking and integrated perspectives. Economic valuation of natural resources and ecosystem services. Identification and assessment of environmental and social costs.
Teaching and learning activities
In person
CT – Lectures
CPL – Online classes and talks
FDV – In-person classroom forums and debates
TG – Group work
TL – Group tutorials
MC – Case method
REC – Problem-solving exercises and questions
AOP – Project-Based Learning (PBL)
Evaluation systems and criteria
In person
|
Assessment activity |
Weight |
|
PA – Open-ended examination |
35% |
|
PF – Participation in classroom forums and debates |
30% |
|
AOP – Group research project aimed at addressing an ecosocial problem in Colombia |
35% |
The second examination opportunity will consist of an oral exam comprising five open-ended questions related to the course content and the expected learning outcomes.
Bibliography and resources
Albareda Tiana, S. (2015). Reconciliarse con el planeta. La sostenibilidad como nuevo paradigma. Pamplona: Editorial Eunsa. Colección persona y cultura. ISBN: 978-84-313-3030-9
Bellido, N. E. P. (2017). Cambio climático, pobreza y sostenibilidad. EHQUIDAD. Revista Internacional de Políticas de Bienestar y Trabajo Social, (7), 81-116.
Boletín Oficial del Estado (BOE) (2021), Real Decreto 822/2021, de 28 de septiembre, por el que se establece la organización de las enseñanzas universitarias y del procedimiento de aseguramiento de su calidad, disponible en: https://www.boe.es/buscar/act.php?id=BOE-A-2021-15781
Boletín Oficial del Estado (BOE) (2023), Ley Orgánica 2/2023, de 22 de marzo, del Sistema Universitario, disponible en: https://www.boe.es/buscar/pdf/2023/BOE-A-2023-7500-consolidado.pdf
Brundtland, H. (1987). Nuestro “Futuro Común” por la Comisión Mundial del Medio ambiente y del Desarrollo. Madrid: MOPTMA.
Carson, R. (2008). Primavera silenciosa. Barcelona. Crítica.
Chancel, L., Mohren, C., Moshrif, R., Odersky, M., Piketty, T., Somanchi, A., et al. (2026), The Global Justice Report: A Plan for Equality & Prosperity Within Planetary Boundaries, World Inequality Lab
Chuvieco Salinero, E. y Martín Rodríguez-Ovelleiro, Mª Á. (2023). Cuidar la Tierra: Introducción a la Ética Ambiental. Digital Reasons Editor.
Chuvieco, E. (2022), “Observación de la Tierra y cambio climático: ¿Qué sabemos y cómo respondemos?”, Real Academia de Ciencias, Vol. 111, No. 1, pp. 69-76.
Comisión Europea. Medio ambiente (2021). Guía para la defensa de la naturaleza. Pérdida de la biodiversidad, protección de la naturaleza y acción de la Unión Europea en beneficio de la naturaleza. Disponible en: https://ec.europa.eu/info/sites/default/files/biodiversity_advocacy_toolkit_web_es_v1.0.pdf
Derrick, C., Labadía, P., & Oriol, J. M. (1987). La creación delicada, una contribución cultural contra la destrucción del ambiente. Madrid: Ediciones Encuentro.
FAO (2021). El estado mundial de la agricultura y la alimentación 2021. Lograr que los sistemas agroalimentarios sean más resilientes a las perturbaciones y tensiones. Roma, FAO. Disponible en: https://doi.org/10.4060/cb4476es
FAO (2022). El estado de la seguridad alimentaria y la nutrición en el mundo 2022. Disponible en: https://www.fao.org/documents/card/es/c/cc0640es
Francisco (2015). Carta encíclica Laudato si’. Sobre el cuidado de la casa común. Disponible en: https://www.vatican.va/content/francesco/es/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si.html
Franquesa Codinach, T. Cambio climático y ecoansiedad. De la preocupación a la acción. ANAYA MULTIMEDIA, 2024.
Hickel, J. (2023). Menos es más. Capitán Swing Libros.
IPCC (2022). Climate Change 2022: Mitigation of Climate Change. WORKING GROUP III contribution to the IPCC sixth assessment report (AR6). Disponible en: https://report.ipcc.ch/ar6wg3/pdf/IPCC_AR6_WGIII_FinalDraft_FullReport.pdf
Jiménez Herrero, L. M. (1996). Desarrollo sostenible y economía ecológica: Integración medio ambiente-desarrollo y economía-ecología. Madrid: Síntesis.
Martínez de Anguita, P., & Andrés-Gallego, J. (2002). La tierra prometida: Una respuesta a la cuestión ecológica. Pamplona: Eunsa.
Mies, M., & Shiva, V. (1998a). La praxis del ecofeminismo: Biotecnología, consumo y reproducción. Barcelona: Icaria.
Moreno, I. (2022). Cambio climático para principiantes: Todo lo que hay que saber sobre uno de los mayores retos de la humanidad. EDICIONES B.
Naciones Unidas (NU). (2015). Transformando nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible. Resolución aprobada por la Asamblea General de Naciones Unidas el 25 septiembre de 2015. Referencia A/70/L.1. Disponible en: http://www.un.org/ga/search/view_doc.asp?symbol=A/70/L.1&Lang=S
Naciones Unidas (NU). (2015). Transformando nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible.
Novo, M. (2007). El desarrollo sostenible: Su dimensión ambiental y educativa. Pearson Educación. Madrid
Pigem, J. (2009). Buena crisis: hacia un mundo postmaterialista. Barcelona. Kairós.
Riechmann, J. (2005). Un mundo vulnerable: Ensayos sobre ecología, ética y tecnociencia (2ª ed.). Madrid: Catarata.
Sen, A. K. (2000). Desarrollo y libertad. Barcelona: Planeta.
Shiva, V. (1994). Monocultivos y biotecnología, amenazas a la biodiversidad y la supervivencia del planeta. Montevideo. UY: ITeM.
Shiva, V. (1995). Abrazar la vida: Mujer, ecología y supervivencia. Madrid: Horas y Horas.
Shiva, V. (2001). Biopiratería: El saqueo de la naturaleza y del conocimiento. Barcelona: Icaria.
Shiva, V. (2003). Cosecha robada: El secuestro del suministro mundial de alimentos. Barcelona: Paidós.
Solà Pardell, O (2020). El derecho humano al medio ambiente. Una propuesta ecocéntrica. Deusto. Bilbao.
Solé, E. (2003). Qué es el comercio justo: Sus objetivos y principios, las prácticas abusivas de algunas multinacionales, dónde pueden comprarse productos solidarios (2ª ed.). Barcelona: RBA Integral.