LFU:online

Upon completion of the course, students will have developed advanced competencies in Critical Thinking, Problem Solving, and Integrative Learning.

In the area of Critical Thinking, students will be able to critically evaluate climate data, indicators, and analytical results by systematically assessing data quality, uncertainties, and underlying assumptions. These abilities are reinforced through hands-on data labs and structured reflection phases. They will also be able to integrate regional and thematic contexts into their interpretation of climate developments, drawing on multiple perspectives gained from group work, literature study, and plenary discussions. Based on these skills, students will be capable of deriving well-reasoned conclusions from empirical analyses that are logically grounded in evidence and communicated clearly and coherently during presentations.

In the field of Problem Solving, students will learn to compare and assess alternative adaptation options by evaluating their benefits, risks, feasibility, and long-term implications using project-based climate impact analyses. They will develop coherent and feasible adaptation strategies for real-world destinations by systematically exploring different alternatives and justifying their choices collaboratively. Furthermore, they will be able to evaluate the consequences and trade-offs associated with adaptation measures, applying ecological, economic, and social sustainability criteria in an integrated and reflective manner.

In terms of Integrative Learning, students will be able to synthesize data analysis, impact assessment, and sustainability considerations into a coherent and meaningful understanding, supported by practical data labs and the development of climate impact profiles. They will also be capable of transferring analytical methods and insights to new regions or problems, independently exploring new datasets and contextual conditions within project work. Finally, they will be able to communicate complex findings effectively to different audiences by selecting appropriate visualizations, employing clear and well-structured arguments, and refining their communication through continuous feedback.

The course provides in-depth knowledge about the effects of climate change on different regions and sectors, as well as strategies for adaptation. Students learn how to find, process, and analyze climate data from various sources. They calculate key climate indicators, evaluate potential climate impacts, and create climate impact profiles for selected destinations. On this basis, students develop adaptation options, which they evaluate using ecological, social, and economic sustainability criteria. Through practice-oriented group work and the use of real climate data, students acquire analytical, methodological, and communicative skills for evaluating and designing climate-tolerant development strategies.

Key theoretical content is conveyed in short keynote lectures, which introduce students to the concepts of climate data, indicators, and adaptation strategies and provide them with a scientifically sound basis for further work.

An essential component of the course is practical data labs, in which students work with real climate data from international and national sources. They learn to find, prepare, analyze, and visualize data sets, which gives them a deep understanding of the practical application of climate information.

Project-oriented group work is the central didactic element of the course. Students analyze selected destinations, create impact profiles, and develop appropriate adaptation options based on these profiles. This collaborative form of work promotes interdisciplinary exchange, strengthens teamwork skills, and enables the joint processing of complex issues.

Discussion and reflection phases in plenary sessions then enable students to critically question the results they have developed, contribute different perspectives, and evaluate sustainable solutions.

By presenting their group work, students strengthen their scientific communication skills. They learn to prepare complex data analyses in a target group-oriented manner and to justify their recommendations with arguments. Continuous feedback loops from the instructor and fellow students support the learning process and promote iterative improvement of analysis and presentation.

The didactic concept is rounded off by targeted self-study, in which students delve deeper into literature—such as IPCC reports or regional climate studies—prepare data analyses, or reflect on their results. This ensures the sustainable development of skills in dealing with climate data, impact assessment, and adaptation strategies.

•       IPCC, 2022: Summary for Policymakers [H.-O. Pörtner, D.C. Roberts, E.S. Poloczanska, K. Mintenbeck, M. Tignor, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem (eds.)]. In: Climate Change 2022: Impacts, Adaptation and Vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [H.-O. Pörtner, D.C. Roberts, M. Tignor, E.S. Poloczanska, K. Mintenbeck, A. Alegría, M. Craig, S. Langsdorf, S. Löschke, V. Möller, A. Okem, B. Rama (eds.)]. Cambridge University Press, Cambridge, UK and New York, NY, USA, pp. 3–33, doi:10.1017/9781009325844.001

•       Singh, C., Iyer, S., New, M. G., Few, R., Kuchimanchi, B., Segnon, A. C., & Morchain, D. (2021). Interrogating ‘effectiveness’ in climate change adaptation: 11 guiding principles for adaptation research and practice. Climate and Development, 14(7), 650–664. https://doi.org/10.1080/17565529.2021.1964937