Syllabus for Interdisciplinary Perspectives on Climate Change in the Baltic Sea Region

Interdisciplinära perspektiv på klimatförändringar i Östersjöregionen

  • 10 credits
  • Course code: 1GV211
  • Education cycle: First cycle
  • Main field(s) of study and in-depth level: Sustainable Development G1N, Earth Science G1N

    Explanation of codes

    The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:

    First cycle

    • G1N: has only upper-secondary level entry requirements
    • G1F: has less than 60 credits in first-cycle course/s as entry requirements
    • G1E: contains specially designed degree project for Higher Education Diploma
    • G2F: has at least 60 credits in first-cycle course/s as entry requirements
    • G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
    • GXX: in-depth level of the course cannot be classified

    Second cycle

    • A1N: has only first-cycle course/s as entry requirements
    • A1F: has second-cycle course/s as entry requirements
    • A1E: contains degree project for Master of Arts/Master of Science (60 credits)
    • A2E: contains degree project for Master of Arts/Master of Science (120 credits)
    • AXX: in-depth level of the course cannot be classified

  • Grading system: Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
  • Established: 2021-03-25
  • Established by: The Faculty Board of Science and Technology
  • Applies from: Autumn 2021
  • Entry requirements: General entry requirements
  • Responsible department: Department of Earth Sciences

Learning outcomes

On completion of the course the student will be able to: 

  • describe the phenomena, causes and drivers of climate change
  • describe most basic impact of climate change on environmental, biological and social systems.
  • describe how to work with the effects of climate change and climate change adaptation, with a focus on the Baltic Sea Region.
  • describe different mitigation strategies to reduce carbon dioxide emissions.
  • be able to use data and evidence to justify claims relating to climate, climate change, and mitigation.


The course is taught following six steps, (1) explaining the basic climatology, (2) the evidences of a warming climate, (3) the human causes of climate change, (4) the certainties and uncertainties of climate change research, (5) impacts and risks associated with a warming of the climate and (6) interdisciplinary solutions to mitigate and adapt to climate change. Each step will be focused upon from both a global as well as a regional perspective, with emphasis on the later.

​The content is presented from three perspectives with focus on nature sciences, social sciences, and interdisciplinary approaches. The curriculum integrates concepts from different sciences to help students understand the phenomena of climate change, the justification for these phenomena, and why these phenomena are both scientifically and socially important - why does climate change matter? Theory and practice as well as challenges and solutions will be highlighted - what can we do? The course is partly a cooperation between Uppsala University and fourteen universities in the Baltic Sea Region, where teachers are sourced from these universities.

The course is focusing on climate change from different disciplines and perspectives in a Baltic Sea Region context. It is aimed for new students but also experienced ones that would like to see climate change studies with a more regional focus.


Lectures, seminars, workshops and group exercises. Lectures, seminars, workshops and group exercises are mandatory.


Active participation in lectures, seminars and workshops (4 credits), individual hand-in exercises (4 credits), individually written project report (2 credits).

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.

Reading list

The reading list is missing. For further information, please contact the responsible department.