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PORTALE DELLA DIDATTICA

PORTALE DELLA DIDATTICA

PORTALE DELLA DIDATTICA

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Economics and business models for low-emission technologies (Global Challenges - Climate and Environment)

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A.A. 2026/27

Course Language

Inglese

Degree programme(s)

1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica (Computer Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering (Ingegneria Elettronica E Delle Comunicazioni) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Biomedica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Mezzi Di Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino
1st degree and Bachelor-level of the Bologna process in Civil And Environmental Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Civil And Environmental Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Media Digitali - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino

Course structure
Teaching Hours
Lecturers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Noussan Michel   Professore Associato IIND-06/B 0 0 0 0 1
Co-lectures
Espandi
Context
SSD CFU Activities Area context
ECON-04/A
IIND-06/B		 3
3		 D - A scelta dello studente
D - A scelta dello studente		 A scelta dello studente
A scelta dello studente
Statistiche superamento esami
2026/27
Technology always plays a key role in the great challenges that are currently facing humanity. Talking about digital, energy, mobility, climate, health or humanity in general, technology is mostly at the core. However, todays’ challenges cannot be solved by merely tackling them from a technical perspective. To comprehend and face them successfully, all forms of knowledge are essential, from the techno-scientific field to the human, social and artistic ones. The “Big Challenges” courses are an opportunity to examine with interdisciplinary lens a number of relevant topics concerning humanity, focusing on technology and its key role on human living. In this framework, all the courses will address the UN Sustainable Development Goals, a global initiative aimed at renewing local and international policy. This course will allow students to learn a set of skills and methodologies to evaluate low-carbon solutions from both technological and economic perspectives, presenting and discussing case studies in the sectors of energy and mobility. A first part of the course, after a general introduction, will focus on the methodologies and tools that can be used to analyze energy and transport technologies. From a technical perspective, the students will learn the main aspects involved with the design and operation of energy systems and transport systems, including the assessment of their performance in terms of energy and mass flows, energy efficiency and environmental impacts. They will also learn what are the aspects that need to be taken into account when evaluating the application of technologies in real and complex environments. From an economic perspective, students will first be introduced to the main concepts of economics such as demand, supply and market dynamics. Then, they will apply these concepts to the energy and electricity market while also learning about the economic aspects behind the economic and environmental regulations of such markets. Finally, students will learn how to evaluate the potential profitability of energy investments, taking into account market dynamics, existing regulations, subsidies and potential participation in carbon markets. The course will cover both the analysis of energy generation systems as well as cost/benefit analyses of their applications in downstream markets (e.g., battery storage systems and their applications to electric vehicles). These concepts will be applied to selected case studies presented to the students in the second part of the course, with interactive lectures and exercises to apply the technical and economic skills that they have learned to real cases of energy and transport applications.
The course is part of the “Global Challenges” catalogue, designed to offer a learning experience focused on the analysis of complex, cross-cutting issues across different study programmes. Its aim is to provide students with the tools needed to understand and address the major challenges of the present and the future with awareness, responsibility, and a collaborative mindset. The catalogue promotes a broad and integrated perspective by bringing together STEM disciplines — Science, Technology, Engineering and Mathematics — with the humanities and social sciences. The courses address current, interdisciplinary topics and aim to develop innovative technological solutions through a critical approach, with particular attention to ethics and the social, cultural, and environmental impacts of the proposed solutions. Teaching activities foster active and multidisciplinary learning, encouraging the integration of technical, scientific, social, and humanistic competencies. Through team-based project work, students develop design skills, interdisciplinary dialogue, shared responsibility, and the ability to understand, contextualise, and tackle complex problems. The “Global Challenges” catalogue will be launched each year with a lectio magistralis in English dedicated to a highly relevant theme. This course will allow students to learn a set of skills and methodologies to evaluate low-carbon solutions from both technological and economic perspectives, presenting and discussing case studies in the sectors of energy and mobility. A first part of the course, after a general introduction, will focus on the methodologies and tools that can be used to analyze energy and transport technologies. From a technical perspective, the students will learn the main aspects involved with the design and operation of energy systems and transport systems, including the assessment of their performance in terms of energy and mass flows, energy efficiency and environmental impacts. They will also learn what are the aspects that need to be taken into account when evaluating the application of technologies in real and complex environments. From an economic perspective, students will first be introduced to the main concepts of economics such as demand, supply and market dynamics. Then, they will apply these concepts to the energy and electricity market while also learning about the economic aspects behind the economic and environmental regulations of such markets. Finally, students will learn how to evaluate the potential profitability of energy investments, taking into account market dynamics, existing regulations, subsidies and potential participation in carbon markets. The course will cover both the analysis of energy generation systems as well as cost/benefit analyses of their applications in downstream markets (e.g., battery storage systems and their applications to electric vehicles). These concepts will be applied to selected case studies presented to the students in the second part of the course, with interactive lectures and exercises to apply the technical and economic skills that they have learned to real cases of energy and transport applications.
The students will learn to evaluate a specific technology by analyzing a set of key aspects, focusing on the technical and economic dimensions. This will allow them to gain a broad perspective to analyze the context in which a technology can be applied. The interaction between technical and economic aspects will help them learn what are the main drivers for the success of a technology in a real environment, dealing also with practical aspects that should be integrated in its development from the beginning. In the project work, the students will learn how to apply the methods and tools that they have acquired to develop a specific project idea, analyzing the advantages and barriers that can allow it or deter it from being successfully deployed in real applications. The students will also evaluate the work of their peers, learning to assess other proposals through a critical and objective perspective.
The students will learn to evaluate a specific technology by analyzing a set of key aspects, focusing on the technical and economic dimensions. This will allow them to gain a broad perspective to analyze the context in which a technology can be applied. The interaction between technical and economic aspects will help them learn what are the main drivers for the success of a technology in a real environment, dealing also with practical aspects that should be integrated in its development from the beginning. In the project work, the students will learn how to apply the methods and tools that they have acquired to develop a specific project idea, analyzing the advantages and barriers that can allow it or deter it from being successfully deployed in real applications. The students may also evaluate the work of their peers, learning to assess other proposals through a critical and objective perspective.
No specific pre-requirements are needed.
No specific pre-requirements are needed.
Introduction - 6h Energy systems Transport sector Economics and business models Technological dimension - 12h Energy Systems design and modelling Mass and energy balances Energy efficiency, key performance indicators Main characteristics of innovative low-carbon energy and transport systems Carbon emissions, environmental impacts Economic dimension - 12h Energy markets and regulation Carbon markets CAPEX and OPEX in energy systems Cash flow analysis Innovative business models for new technologies Case studies - 18h Solar power generation Batteries and energy storage Hydrogen Renewable and alternative fuels Electric vehicles Shared mobility Group work - 12h Students will form groups and select a topic from a list provided by the Course Proponents. The group work will be developed in parallel with the lessons, with class hours devoted to discuss with the students the main aspects related to their project.
Introduction - 6h Energy systems Transport sector Economics and business models Technological dimension - 12h Energy Systems design and modelling Mass and energy balances Energy efficiency, key performance indicators Main characteristics of innovative low-carbon energy and transport systems Carbon emissions, environmental impacts Economic dimension - 12h Energy markets and regulation Carbon markets CAPEX and OPEX in energy systems Cash flow analysis Innovative business models for new technologies Case studies - 12h Solar power generation Batteries and energy storage Hydrogen Renewable and alternative fuels Electric vehicles Shared mobility Group work - 18h Students will form groups and work on a topic from a list provided by the Course Proponents. The group work will be developed in parallel with the lessons, with class hours devoted to discuss with the students the main aspects related to their project.
The course is part of the Great Challenge Courses of Politecnico in the "Energy" area, although it presents cross-cutting themes that are also relevant for the “Climate” and “Mobility” areas. The course will include interactive lessons where the lecturers will present methodologies and tools, but also selected case studies to help the students in understanding the practical aspects involved with the successful application of specific technologies. In parallel to the lessons, the students will develop a group project where they will analyze the application of a technology to a specific context. This project will be the object of peer review by other students during the course, to maximize interaction and learning from others’ perspectives. At the end of the course a session will be devoted to the group project presentation and discussion.
The course is part of the Great Challenge Courses of Politecnico in the "Climate and Environment" area, although it presents cross-cutting themes that are also relevant for the “Energy” and “Mobility” areas. The course will include interactive lessons where the lecturers will present methodologies and tools, but also selected case studies to help the students in understanding the practical aspects involved with the successful application of specific technologies. In parallel to the lessons, the students will develop a group project where they will analyze the application of a technology to a specific context. This project may be the object of peer review by other students during the course, to maximize interaction and learning from others’ perspectives. At the end of the course a session will be devoted to the group project presentation and discussion.
IEA, Energy Technology Perspectives 2026, https://www.iea.org/reports/energy-technology-perspectives-2026 IRENA, Renewable Power Generation Costs in 2024, https://www.irena.org/Publications/2025/Jun/Renewable-Power-Generation-Costs-in-2024 Filippini, Massimo, and Suchita Srinivasan. "An Introduction to Energy Economics and Policy." Cambridge Books (2024).
IEA, Energy Technology Perspectives 2026, https://www.iea.org/reports/energy-technology-perspectives-2026 IRENA, Renewable Power Generation Costs in 2024, https://www.irena.org/Publications/2025/Jun/Renewable-Power-Generation-Costs-in-2024 Filippini, Massimo, and Suchita Srinivasan. "An Introduction to Energy Economics and Policy." Cambridge Books (2024), https://www.cambridge.org/core/books/an-introduction-to-energy-economics-and-policy/330248A5D38A65BF463C59A26E193CB7
Slides; Dispense; Materiale multimediale ;
Lecture slides; Lecture notes; Multimedia materials;
Modalita di esame: Prova scritta (in aula); Prova orale obbligatoria; Elaborato progettuale in gruppo;
Exam: Written test; Compulsory oral exam; Group project;
... The exam is composed of two parts: a written part and a group project presentation. 1) The written exam is composed of multiple-choice and/or open questions, regarding all the topics of the course. The maximum score is 30/30. It is not possible to use any material or book during the written exam. 2) The group project is developed during the semester, in parallel to the lessons, in small groups. The students will need to develop a project report, that will also incorporate the results of the peer review by other students. The final report will be submitted for evaluation, and a brief oral presentation and discussion in front of the class will be made at the end of the course. The maximum score is 30/30 cum laude, resulting from the evaluation of the project report and the oral presentation. Both parts of the exam are mandatory. The minimum score of each part, in order to pass the exam, is 18/30. The final score will be the result of the weighted average between the two parts.
Gli studenti e le studentesse con disabilita o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unita Special Needs, al fine di permettere al/la docente la declinazione piu idonea in riferimento alla specifica tipologia di esame.
Exam: Written test; Compulsory oral exam; Group project;
The exam is composed of two parts: a written part and a group project presentation. 1) The written exam is composed of multiple-choice and/or open questions, regarding all the topics of the course. The maximum score is 30/30. It is not possible to use any material or book during the written exam. 2) The group project is developed during the semester, in parallel to the lessons, in small groups. The students will need to develop a project report, that will also incorporate the results of the peer review by other students. The final report will be submitted for evaluation, and a brief oral presentation and discussion in front of the class will be made at the end of the course. The maximum score is 30/30 cum laude, resulting from the evaluation of the project report and the oral presentation. Both parts of the exam are mandatory. The minimum score of each part, in order to pass the exam, is 18/30. The final score will be the result of the weighted average between the two parts. For students who do not consistently engage in course activities and group work., The project work of part 2 will be undertaken individually, together with an oral examination on the project report that will take place after the written exam. This oral examination could also include questions on the additional reading material that will be provided.
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.
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