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 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 Energetica - 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 (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
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.
The course addresses the challenges posed by climate change in coastal and maritime contexts, analysing how coastal adaptation and the creation of artificial lands can be integrated with offshore renewable energy systems and sustainable boating solutions.
The technical part explores energy modelling, power balance, offshore RES technologies (floating wind, wave, floating PV) and energy storage systems, applied to resilient ports and coastal communities.
The humanistic section introduces the psychological and social dimensions of climate change, focusing on topics such as eco-anxiety among young people, biophilia and the benefits of contact with natural and marine environments, and the impact of climate change in workplaces in terms of well-being, work capacity and organizational adaptation.
Through interdisciplinary lectures and group project work, the course provides tools to design sustainable solutions that integrate technological, environmental, and social dimensions
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.
The course addresses the challenges posed by climate change in coastal and maritime contexts, analysing how coastal adaptation and the creation of artificial lands can be integrated with offshore renewable energy systems and sustainable boating solutions.
The technical part explores energy modelling, power balance, offshore RES technologies (floating wind, wave, floating PV) and energy storage systems, applied to resilient ports and coastal communities.
The humanistic section introduces the psychological and social dimensions of climate change, focusing on topics such as eco-anxiety among young people, biophilia and the benefits of contact with natural and marine environments, and the impact of climate change in workplaces in terms of well-being, work capacity and organizational adaptation.
Through interdisciplinary lectures and group project work, the course provides tools to design sustainable solutions that integrate technological, environmental, and social dimensions
Knowledge
• Describe the main dynamics of climate change in coastal and maritime contexts, together with the related adaptation strategies.
• Explain the operating principles of energy systems, offshore renewable technologies (floating wind, wave energy, floating PV), and energy storage systems.
• Illustrate the concepts of eco-anxiety, biophilia, workplace well-being, and individual and organizational resilience in the context of climate change.
Skills
• Apply energy modelling tools and power balance analysis to coastal adaptation and land reclamation scenarios.
• Assess technological solutions for low-emission nautical mobility systems.
• Critically analyse the psychological and organizational impacts of climate change in real or simulated contexts.
• Develop integrated design scenarios that combine energy, environmental, and social aspects.
Competences
• Integrate technical-scientific and socio-humanistic knowledge in the design of solutions for climate resilience.
• Work effectively in teams, managing complexity and interdisciplinarity.
• Communicate design solutions clearly and in a structured way to different audiences.
• Operate autonomously and responsibly in defining adaptation strategies and sustainable transition pathways.
Knowledge
• Describe the main dynamics of climate change in coastal and maritime contexts, together with the related adaptation strategies.
• Explain the operating principles of energy systems, offshore renewable technologies (floating wind, wave energy, floating PV), and energy storage systems.
• Illustrate the concepts of eco-anxiety, biophilia, workplace well-being, and individual and organizational resilience in the context of climate change.
Skills
• Apply energy modelling tools and power balance analysis to coastal adaptation and land reclamation scenarios.
• Assess technological solutions for low-emission nautical mobility systems.
• Critically analyse the psychological and organizational impacts of climate change in real or simulated contexts.
• Develop integrated design scenarios that combine energy, environmental, and social aspects.
Competences
• Integrate technical-scientific and socio-humanistic knowledge in the design of solutions for climate resilience.
• Work effectively in teams, managing complexity and interdisciplinarity.
• Communicate design solutions clearly and in a structured way to different audiences.
• Operate autonomously and responsibly in defining adaptation strategies and sustainable transition pathways.
The course foresees an opening lectio magistralis in English - delivered simultaneously for all courses in the Global Challenges catalogue - on a highly topical issue.
The course focuses on the relationship between climate change, coastal territories, energy systems, and social resilience. It introduces the main impacts of climate change in coastal areas, especially sea-level rise and erosion, and explores adaptation strategies such as land reclamation and the creation of artificial lands.
It also addresses energy systems and offshore technologies, including energy modelling, power balance analysis, storage systems, and offshore renewable solutions such as floating wind, wave energy, and floating photovoltaic systems. These technologies are studied in relation to coastal communities and maritime infrastructure.
A particularly important part of the course concerns the psychological and organizational dimensions of climate change. Climate change does not only transform physical environments; it also affects how people perceive risk, imagine the future, and experience uncertainty. Topics such as eco-anxiety and climate risk perception help explain the emotional impact of environmental change, while biophilia highlights the importance of the relationship between human beings and natural environments. The course also explores workplace well-being and the role of individual, collective, and organizational resilience in facing climate-related challenges.
Finally, the course includes an interdisciplinary project component. Students develop integrated scenarios that connect climate, energy, and society, applying them to real or simulated case studies. Through the presentation and discussion of their projects, they learn to approach climate change as a complex issue that requires technical knowledge, social awareness, and collaborative problem-solving.
The course foresees an opening lectio magistralis in English - delivered simultaneously for all courses in the Global Challenges catalogue - on a highly topical issue.
The course focuses on the relationship between climate change, coastal territories, energy systems, and social resilience. It introduces the main impacts of climate change in coastal areas, especially sea-level rise and erosion, and explores adaptation strategies such as land reclamation and the creation of artificial lands.
It also addresses energy systems and offshore technologies, including energy modelling, power balance analysis, storage systems, and offshore renewable solutions such as floating wind, wave energy, and floating photovoltaic systems. These technologies are studied in relation to coastal communities and maritime infrastructure.
A particularly important part of the course concerns the psychological and organizational dimensions of climate change. Climate change does not only transform physical environments; it also affects how people perceive risk, imagine the future, and experience uncertainty. Topics such as eco-anxiety and climate risk perception help explain the emotional impact of environmental change, while biophilia highlights the importance of the relationship between human beings and natural environments. The course also explores workplace well-being and the role of individual, collective, and organizational resilience in facing climate-related challenges.
Finally, the course includes an interdisciplinary project component. Students develop integrated scenarios that connect climate, energy, and society, applying them to real or simulated case studies. Through the presentation and discussion of their projects, they learn to approach climate change as a complex issue that requires technical knowledge, social awareness, and collaborative problem-solving.
The course includes:
• Lectures (approximately 18 hours)
• Interdisciplinary seminars with guided discussion
• Practical sessions and workshops (energy modelling, document analysis, questionnaires)
• Group project work on case studies (approximately 12–16 hours of supervised work, plus independent work)
The teaching approach is participatory and student-centred, with the aim of developing collaboration, critical thinking, and problem-solving skills.
The course includes:
• Lectures (approximately 18 hours)
• Interdisciplinary seminars with guided discussion
• Practical sessions and workshops (energy modelling, document analysis, questionnaires)
• Group project work on case studies (approximately 12–16 hours of supervised work, plus independent work)
The teaching approach is participatory and student-centred, with the aim of developing collaboration, critical thinking, and problem-solving skills.
Bibliography
• IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) — copre in particolare l’innalzamento del livello del mare, gli impatti sulle coste e le opzioni di adattamento. IPCC
• Capitolo 4 “Sea Level Rise and Implications for Low-Lying Islands, Coasts and Communities” del SROCC — testo completo in PDF. IPCC
• IPCC AR6 WGII “Cities and Settlements by the Sea” (Cross-Chapter Paper 2) — report PDF gratuito. IPCC
• Capitolo “Oceans and Coastal Ecosystems and their Services” (WGII) del rapporto AR6 — disponibile online. IPCC
• AR4 – “Coastal systems and low-lying areas” (Working Group II) — capitolo con sezioni su vulnerabilità, adattamento e limiti. IPCC
• FCCC Technical Paper 2024/8 – Transformational Adaptation — discussione su adattamenti trasformativi che cambiano le basi dei sistemi sociali ed ecologici. UNFCCC
• Bamberg S., Rees J.H. and Schulte M. (2018). Environmental protection through societal change: What psychology knows about collective climate action – and what it needs to find out. In Psychology and climate change (pp. 185-213). Academic Press.
• Clayton S. (2019). Psychology and climate change. Current Biology, 29(19), R992-R995. DOI: 10.1016/j.cub.2019.07.017
• Diffey J., Wright S., Uchendu J.O., Masithi S., Olude A., Juma, D.O., Anya L.H., Salami T., Mogathala P.R., Agarwal H., Roh H., Aboy K.V., Cote J., Saini A., Mitchell K., Kleczka J., Lobner N.G., Ialamov L., Borbely M., Lawrance E., Hostetler T., Wood A., Rodriguez-Uruchurtu A.M. (2022). “Not about us without us” - the feelings and hopes of climate-concerned young people around the world. International Review of Psychiatry, 34(5), 499–509. DOI:10.1080/09540261.2022.2126297
Sitography
https://insights.taylorandfrancis.com/sustainability/essential-open-access-books-climate/
https://www.worklimate.it/worklimate-1-0/
Bibliography
• IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) — copre in particolare l’innalzamento del livello del mare, gli impatti sulle coste e le opzioni di adattamento. IPCC
• Capitolo 4 “Sea Level Rise and Implications for Low-Lying Islands, Coasts and Communities” del SROCC — testo completo in PDF. IPCC
• IPCC AR6 WGII “Cities and Settlements by the Sea” (Cross-Chapter Paper 2) — report PDF gratuito. IPCC
• Capitolo “Oceans and Coastal Ecosystems and their Services” (WGII) del rapporto AR6 — disponibile online. IPCC
• AR4 – “Coastal systems and low-lying areas” (Working Group II) — capitolo con sezioni su vulnerabilità, adattamento e limiti. IPCC
• FCCC Technical Paper 2024/8 – Transformational Adaptation — discussione su adattamenti trasformativi che cambiano le basi dei sistemi sociali ed ecologici. UNFCCC
• Bamberg S., Rees J.H. and Schulte M. (2018). Environmental protection through societal change: What psychology knows about collective climate action – and what it needs to find out. In Psychology and climate change (pp. 185-213). Academic Press.
• Clayton S. (2019). Psychology and climate change. Current Biology, 29(19), R992-R995. DOI: 10.1016/j.cub.2019.07.017
• Diffey J., Wright S., Uchendu J.O., Masithi S., Olude A., Juma, D.O., Anya L.H., Salami T., Mogathala P.R., Agarwal H., Roh H., Aboy K.V., Cote J., Saini A., Mitchell K., Kleczka J., Lobner N.G., Ialamov L., Borbely M., Lawrance E., Hostetler T., Wood A., Rodriguez-Uruchurtu A.M. (2022). “Not about us without us” - the feelings and hopes of climate-concerned young people around the world. International Review of Psychiatry, 34(5), 499–509. DOI:10.1080/09540261.2022.2126297
Sitography
https://insights.taylorandfrancis.com/sustainability/essential-open-access-books-climate/
https://www.worklimate.it/worklimate-1-0/
Dispense; Libro di testo; Esercizi; Esercitazioni di laboratorio; Materiale multimediale ; Strumenti di auto-valutazione; Strumenti di collaborazione tra studenti;
Modalita di esame: Prova orale obbligatoria; Elaborato progettuale in gruppo; Prova scritta in aula tramite PC con l'utilizzo della piattaforma di ateneo;
Exam: Compulsory oral exam; Group project; Computer-based written test in class using POLITO platform;
...
The final assessment consists of two parts: a written exam (multiple-choice and/or open-ended questions) and a group project.
The maximum overall score is 32, and honours are awarded for a score of 31 or above.
Written exam (max 12 points)
The written exam consists of multiple-choice questions. There is no penalty for incorrect answers. The questions cover both the theoretical content and the practical activities carried out during the course.
Group project (max 20 points)
The project must consist of a written report and an oral presentation supported by slides.
The final mark is the sum of the two components: written exam + group project report and presentation.
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: Compulsory oral exam; Group project; Computer-based written test in class using POLITO platform;
The final assessment consists of two parts: a written exam (multiple-choice and/or open-ended questions) and a group project.
The maximum overall score is 32, and honours are awarded for a score of 31 or above.
Written exam (max 12 points)
The written exam consists of multiple-choice questions. There is no penalty for incorrect answers. The questions cover both the theoretical content and the practical activities carried out during the course.
Group project (max 20 points)
The project must consist of a written report and an oral presentation supported by slides.
The final mark is the sum of the two components: written exam + group project report and presentation.
Students who do not consistently engage in course activities and group work, will produce the Group project remotely, with the help of online interaction with the teacher.
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.
