WTAA0101 持続可能な発展論基礎

広島大学シラバス

English

年度 2026年度開講部局人間社会科学研究科修士課程

講義コード WTAA0101 科目区分専門的教育科目

授業科目名持続可能な発展論基礎

授業科目名
（フリガナ）

英文授業科目名 Introduction to Sustainable Development

担当教員名 MD OMAR SARIF

担当教員名
(フリガナ) エムディー　オマール　サリフ

開講キャンパス東広島開設期 1年次生   後期   セメスター（後期）

曜日・時限・講義室 (後) 月9-10：国際204号

授業の方法講義授業の方法
【詳細情報】対面

講義中心、演習中心、板書多用、ディスカッション、学生の発表、野外実習、作業、薬品使用

単位 2.0 週時間 2 使用言語 E : 英語

学習の段階 5 : 大学院基礎的レベル

学問分野（分野） 24 : 社会科学

学問分野（分科） 03 : 経済学

対象学生 Master’s Students in IEDP, IDEC; Master’s Students in SmaSo, IDEC, Master’s Students in Education, IDEC; other Master program in Social Science/ Humanities and Arts

授業のキーワード Sustainable development, SDGs, Economic development, Ending Extreme Poverty, Resilient Cities, Global environmental changes

教職専門科目　教科専門科目　

プログラムの中での
この授業科目の位置づけ
（学部生対象科目のみ）
到達度評価
の評価項目
（学部生対象科目のみ）

授業の目標・概要等 This graduate-level course provides a rigorous introduction to the theory and practice of sustainable development, drawing on Sachs (2015), recent scholarship, and UN policy frameworks.
By the end of this course, students will be able to:
1. Explain the historical evolution and core concepts of sustainable development and SDGs.
2. Analyze interconnections between economic development, environmental sustainability, and social equity critically.
3. Evaluate global challenges including poverty, inequality, climate change, and biodiversity loss.
4. Apply evidence-based policy thinking through simulations, case studies, and group exercises.
5. Construct original arguments through academic writing, presentations, and independent research work.

授業計画 1. Lesson 1: Introduction to Sustainable Development
Format: Lecture + Go Goals! Game
Overview of sustainable development concepts, frameworks, and the 2030 Agenda.
Students play Go Goals! as an icebreaker to experience SDG interconnections and trade-offs firsthand.
Debrief discussion: "Which goals conflicted? Which enabled others?"
Reading: Sachs (2015), Ch.1
Lesson 2: An Unequal World
Format: Lecture + Data Analysis Discussion Examine global inequalities in income, health, education, and opportunity using HDI and Gini coefficient data.
Small group discussion: "Is inequality inevitable in a developing world?"
Reading: Sachs (2015), Ch.2 | UNDP (2023)
Lesson 3: A Brief History of Economic Development
Format: Lecture + Flip Teaching
Trace the evolution of economic growth theories from classical to contemporary frameworks.
Students prepare a 5-minute summary of one assigned economist's theory (Smith, Malthus, Rostow, Sen) and present before the lecture deepens discussion.
Reading: Sachs (2015), Ch.3
Lesson 4: Why Some Countries Developed While Others Stayed Poor
Format: Lecture + Comparative Case Study Analyze geographic, institutional, historical, and political determinants of development.
Groups compare contrasting country pairs (e.g., Japan vs. Bangladesh/ open to select any pair country) and identify key divergence factors.
Reading: Sachs (2015), Ch.4
Lesson 5: Ending Extreme Poverty
Format: Lecture + Policy Roundtable Role-Play.
Examine definitions, measurements, and strategies to eradicate extreme poverty (SDG 1).
Role-play activity: students represent different stakeholders, viz., government, NGO, World Bank, and local community, in a mock policy roundtable to design a poverty reduction intervention.
Reading: Sachs (2015), Ch.5
Lesson 6: Planetary Boundaries
Format: Lecture + Jigsaw Group Presentation
Introduce the nine planetary boundaries framework (Rockström et al. (2009) A safe operating space for humanity. Nature).
Student groups are each assigned one boundary and deliver a 5-minute analysis on its current status and policy implications.
Reading: Sachs (2015), Ch.6
Lesson 7: Social Inclusion
Format: Lecture + Regional Case Study Discussion.
Explore dimensions of social exclusion: gender, ethnicity, disability, and migration, through SDG 5 and SDG 10 lenses.
Case studies drawn from Asia, Africa, and Latin America. Discussion: "Can economic growth alone deliver social inclusion?"
Reading: Sachs (2015), Ch.7
Lesson 8: Education for All
Format: Lecture + Quiz + Examine global education access, quality, and equity under SDG 4.
Students complete a short quiz on global education statistics, followed by structured discussion on barriers in low-income countries.
Reading: Sachs (2015), Ch.8 | UNDP (2023)
Lesson 9: Mid-Term Presentation
Format: Student Presentations + Peer Review
Each student/ Group presents a 10–15 minutes research presentation on a chosen sustainable development challenge, applying concepts from Lessons 1–8. Followed by Q&A from peers and instructor.
Follow-up written report (1,500–2,000 words) due: two weeks after presentation
Lesson 10: Health for All
Format: Lecture + Comparative Policy Case.
Study Analyze global health systems, disease burden, and social determinants of health under SDG 3. Case study comparing COVID-19 response disparities between high- and low-income countries. Discussion on Universal Health Coverage as a development imperative.
Reading: Sachs (2015), Ch.9 | IPCC AR6 (2022), Health Chapter
Lesson 11: Food Security
Format: Lecture + Crisis Scenario Analysis.
Examine food systems, agricultural sustainability, nutrition, and the climate-food nexus under SDG 2.
Students analyze a real food crisis scenario (e.g., Sahel or South Asia) and propose evidence-based interventions, connecting findings back to Lesson 6 (Planetary Boundaries).
Reading: Sachs (2015), Ch.10
Lesson 12: Resilient Cities
Format: Lecture + Systems Thinking Discussion
Explore urbanization trends, smart cities, informal settlements, and SDG 11 through a system thinking lens.
50 min lecture and systems thinking discussion + 25 min team presentation + structured debrief
Reading: Sachs (2015), Ch.11
Lesson 13: Climate Change
Format: Lecture + NDC Country Analysis + Debate
Examine climate science, mitigation, adaptation, and climate justice under SDG 13.
Students analyze a real Nationally Determined Contribution (NDC) from an assigned country and evaluate its ambition and feasibility.
Closing debate: "Who bears the cost of climate action, and is that fair?"
Reading: Sachs (2015), Ch.12 | IPCC AR6 (2022) | UNEP Emissions Gap Report (2023)
Lesson 14: Saving Biodiversity and Protecting Ecosystem Services
Format: Lecture + Written Reflection Exercise
Examine biodiversity loss, ecosystem services valuation, and conservation policy under SDG 14 and SDG 15. Revisit Planetary Boundaries from Lesson 6.
Students complete a 15-minute in-class written reflection: "How does biodiversity loss connect to poverty and human well-being?"
Reading: Sachs (2015), Ch.13
Lesson 15: Exam (Presentation)
Final report guidelines reviewed.
Final report (2,500–3,000 words) due three weeks after this lesson

Final report (2,500–3,000 words) due three weeks after this lesson

教科書・参考書等 1. Jeffery Sachs (2015) The age of sustainable development, Columbia University Press
2. Steve Bass, David H. Smith and Michael Stanley-Jones (2023). Sustainable Development in Practice: Integrating Environment, Climate and Poverty Reduction. United Nations Development Programme‒United Nations Environment Programme Poverty-Environment Action: Nairobi.　https://www.greenpolicyplatform.org/initiatives/poverty-environmentaction/Poverty-Environment%20Action%20Handbook
3. IPCC (2022). Sixth Assessment Report (AR6): Climate Change 2022.  Working Group III Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change.  https://www.ipcc.ch/report/ar6/wg3/downloads/report/IPCC_AR6_WGIII_FullReport.pdf
4. UNDP (2023).  Human Development Report 2023/2024.  United Nations Development Programme.  https://hdr.undp.org/system/files/documents/global-report-document/hdr2023-24reporten.pdf
5. UNEP (2023). Emission Gap Report 2023. United Nations Environment Programme.  https://wedocs.unep.org/rest/api/core/bitstreams/ad8dea00-b147-49c9-aafc-9e070fafacd5/content

授業で使用する
メディア・機器等テキスト, 音声教材, 映像資料, Microsoft Teams, Microsoft Forms

【詳細情報】

授業で取り入れる
学習手法ディスカッション, 小テスト／クイズ形式, ロールプレイ, PBL（Problem-based Learning）／ TBL（Team-based Learning）, 反転授業

予習・復習への
アドバイス All students are expected to:
(1) Read the textbook chapter before class,
(2) Complete the preparation for discussion before class,
(3) Participate in discussions in the class,
(4) Contribute group exercises & discussion, and
(5) Present and summarize the discussion outcome
(6) After each class, revisit and consolidate your notes within 24–48 hours
(7) Maintain a weekly reading journal from Lesson 1 onwards, recording key concepts, critical reflections, and emerging arguments. This will directly support your mid-term and final report.

履修上の注意
受講条件等 Expected prior knowledge (e.g., Basic Economics/ Geography/ International Relation background recommended for graduate students). However, students with other background are also encouraged to opt it if they have interest and explore it.

成績評価の基準等 Overall course grade is evaluated by the following criteria.
50% --- Contribution to the class (including presentation and preparatory for discussion)
20% --- Mid term presentation with follow-up report
30% --- Final report

実務経験

実務経験の概要と
それに基づく授業内容

メッセージ

その他 Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

すべての授業科目において，授業改善アンケートを実施していますので，回答に協力してください。
回答に対しては教員からコメントを入力しており，今後の改善につなげていきます。

年度	2026年度	開講部局	人間社会科学研究科修士課程
講義コード	WTAA0101	科目区分	専門的教育科目
授業科目名	持続可能な発展論基礎
授業科目名（フリガナ）
英文授業科目名	Introduction to Sustainable Development
担当教員名	MD OMAR SARIF
担当教員名 (フリガナ)	エムディー　オマール　サリフ
開講キャンパス	東広島	開設期	1年次生後期セメスター（後期）
曜日・時限・講義室	(後) 月9-10：国際204号
授業の方法	講義	授業の方法【詳細情報】	対面
講義中心、演習中心、板書多用、ディスカッション、学生の発表、野外実習、作業、薬品使用
単位	2.0	週時間	2	使用言語	E : 英語
学習の段階	5 : 大学院基礎的レベル
学問分野（分野）	24 : 社会科学
学問分野（分科）	03 : 経済学
対象学生	Master’s Students in IEDP, IDEC; Master’s Students in SmaSo, IDEC, Master’s Students in Education, IDEC; other Master program in Social Science/ Humanities and Arts
授業のキーワード	Sustainable development, SDGs, Economic development, Ending Extreme Poverty, Resilient Cities, Global environmental changes
教職専門科目		教科専門科目
プログラムの中でのこの授業科目の位置づけ（学部生対象科目のみ）
到達度評価の評価項目（学部生対象科目のみ）
授業の目標・概要等	This graduate-level course provides a rigorous introduction to the theory and practice of sustainable development, drawing on Sachs (2015), recent scholarship, and UN policy frameworks. By the end of this course, students will be able to: 1. Explain the historical evolution and core concepts of sustainable development and SDGs. 2. Analyze interconnections between economic development, environmental sustainability, and social equity critically. 3. Evaluate global challenges including poverty, inequality, climate change, and biodiversity loss. 4. Apply evidence-based policy thinking through simulations, case studies, and group exercises. 5. Construct original arguments through academic writing, presentations, and independent research work.
授業計画	1. Lesson 1: Introduction to Sustainable Development Format: Lecture + Go Goals! Game Overview of sustainable development concepts, frameworks, and the 2030 Agenda. Students play Go Goals! as an icebreaker to experience SDG interconnections and trade-offs firsthand. Debrief discussion: "Which goals conflicted? Which enabled others?" Reading: Sachs (2015), Ch.1 Lesson 2: An Unequal World Format: Lecture + Data Analysis Discussion Examine global inequalities in income, health, education, and opportunity using HDI and Gini coefficient data. Small group discussion: "Is inequality inevitable in a developing world?" Reading: Sachs (2015), Ch.2 \| UNDP (2023) Lesson 3: A Brief History of Economic Development Format: Lecture + Flip Teaching Trace the evolution of economic growth theories from classical to contemporary frameworks. Students prepare a 5-minute summary of one assigned economist's theory (Smith, Malthus, Rostow, Sen) and present before the lecture deepens discussion. Reading: Sachs (2015), Ch.3 Lesson 4: Why Some Countries Developed While Others Stayed Poor Format: Lecture + Comparative Case Study Analyze geographic, institutional, historical, and political determinants of development. Groups compare contrasting country pairs (e.g., Japan vs. Bangladesh/ open to select any pair country) and identify key divergence factors. Reading: Sachs (2015), Ch.4 Lesson 5: Ending Extreme Poverty Format: Lecture + Policy Roundtable Role-Play. Examine definitions, measurements, and strategies to eradicate extreme poverty (SDG 1). Role-play activity: students represent different stakeholders, viz., government, NGO, World Bank, and local community, in a mock policy roundtable to design a poverty reduction intervention. Reading: Sachs (2015), Ch.5 Lesson 6: Planetary Boundaries Format: Lecture + Jigsaw Group Presentation Introduce the nine planetary boundaries framework (Rockström et al. (2009) A safe operating space for humanity. Nature). Student groups are each assigned one boundary and deliver a 5-minute analysis on its current status and policy implications. Reading: Sachs (2015), Ch.6 Lesson 7: Social Inclusion Format: Lecture + Regional Case Study Discussion. Explore dimensions of social exclusion: gender, ethnicity, disability, and migration, through SDG 5 and SDG 10 lenses. Case studies drawn from Asia, Africa, and Latin America. Discussion: "Can economic growth alone deliver social inclusion?" Reading: Sachs (2015), Ch.7 Lesson 8: Education for All Format: Lecture + Quiz + Examine global education access, quality, and equity under SDG 4. Students complete a short quiz on global education statistics, followed by structured discussion on barriers in low-income countries. Reading: Sachs (2015), Ch.8 \| UNDP (2023) Lesson 9: Mid-Term Presentation Format: Student Presentations + Peer Review Each student/ Group presents a 10–15 minutes research presentation on a chosen sustainable development challenge, applying concepts from Lessons 1–8. Followed by Q&A from peers and instructor. Follow-up written report (1,500–2,000 words) due: two weeks after presentation Lesson 10: Health for All Format: Lecture + Comparative Policy Case. Study Analyze global health systems, disease burden, and social determinants of health under SDG 3. Case study comparing COVID-19 response disparities between high- and low-income countries. Discussion on Universal Health Coverage as a development imperative. Reading: Sachs (2015), Ch.9 \| IPCC AR6 (2022), Health Chapter Lesson 11: Food Security Format: Lecture + Crisis Scenario Analysis. Examine food systems, agricultural sustainability, nutrition, and the climate-food nexus under SDG 2. Students analyze a real food crisis scenario (e.g., Sahel or South Asia) and propose evidence-based interventions, connecting findings back to Lesson 6 (Planetary Boundaries). Reading: Sachs (2015), Ch.10 Lesson 12: Resilient Cities Format: Lecture + Systems Thinking Discussion Explore urbanization trends, smart cities, informal settlements, and SDG 11 through a system thinking lens. 50 min lecture and systems thinking discussion + 25 min team presentation + structured debrief Reading: Sachs (2015), Ch.11 Lesson 13: Climate Change Format: Lecture + NDC Country Analysis + Debate Examine climate science, mitigation, adaptation, and climate justice under SDG 13. Students analyze a real Nationally Determined Contribution (NDC) from an assigned country and evaluate its ambition and feasibility. Closing debate: "Who bears the cost of climate action, and is that fair?" Reading: Sachs (2015), Ch.12 \| IPCC AR6 (2022) \| UNEP Emissions Gap Report (2023) Lesson 14: Saving Biodiversity and Protecting Ecosystem Services Format: Lecture + Written Reflection Exercise Examine biodiversity loss, ecosystem services valuation, and conservation policy under SDG 14 and SDG 15. Revisit Planetary Boundaries from Lesson 6. Students complete a 15-minute in-class written reflection: "How does biodiversity loss connect to poverty and human well-being?" Reading: Sachs (2015), Ch.13 Lesson 15: Exam (Presentation) Final report guidelines reviewed. Final report (2,500–3,000 words) due three weeks after this lesson Final report (2,500–3,000 words) due three weeks after this lesson
教科書・参考書等	1. Jeffery Sachs (2015) The age of sustainable development, Columbia University Press 2. Steve Bass, David H. Smith and Michael Stanley-Jones (2023). Sustainable Development in Practice: Integrating Environment, Climate and Poverty Reduction. United Nations Development Programme‒United Nations Environment Programme Poverty-Environment Action: Nairobi.　https://www.greenpolicyplatform.org/initiatives/poverty-environmentaction/Poverty-Environment%20Action%20Handbook 3. IPCC (2022). Sixth Assessment Report (AR6): Climate Change 2022. Working Group III Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. https://www.ipcc.ch/report/ar6/wg3/downloads/report/IPCC_AR6_WGIII_FullReport.pdf 4. UNDP (2023). Human Development Report 2023/2024. United Nations Development Programme. https://hdr.undp.org/system/files/documents/global-report-document/hdr2023-24reporten.pdf 5. UNEP (2023). Emission Gap Report 2023. United Nations Environment Programme. https://wedocs.unep.org/rest/api/core/bitstreams/ad8dea00-b147-49c9-aafc-9e070fafacd5/content
授業で使用するメディア・機器等	テキスト, 音声教材, 映像資料, Microsoft Teams, Microsoft Forms
【詳細情報】
授業で取り入れる学習手法	ディスカッション, 小テスト／クイズ形式, ロールプレイ, PBL（Problem-based Learning）／ TBL（Team-based Learning）, 反転授業
予習・復習へのアドバイス	All students are expected to: (1) Read the textbook chapter before class, (2) Complete the preparation for discussion before class, (3) Participate in discussions in the class, (4) Contribute group exercises & discussion, and (5) Present and summarize the discussion outcome (6) After each class, revisit and consolidate your notes within 24–48 hours (7) Maintain a weekly reading journal from Lesson 1 onwards, recording key concepts, critical reflections, and emerging arguments. This will directly support your mid-term and final report.
履修上の注意受講条件等	Expected prior knowledge (e.g., Basic Economics/ Geography/ International Relation background recommended for graduate students). However, students with other background are also encouraged to opt it if they have interest and explore it.
成績評価の基準等	Overall course grade is evaluated by the following criteria. 50% --- Contribution to the class (including presentation and preparatory for discussion) 20% --- Mid term presentation with follow-up report 30% --- Final report
実務経験
実務経験の概要とそれに基づく授業内容
メッセージ
その他	Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.
すべての授業科目において，授業改善アンケートを実施していますので，回答に協力してください。回答に対しては教員からコメントを入力しており，今後の改善につなげていきます。

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