WTAA0101 Introduction to Sustainable Development

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course)

Lecture Code WTAA0101 Subject Classification Specialized Education

Subject Name 持続可能な発展論基礎

Subject Name
（Katakana）

Subject Name in
English Introduction to Sustainable Development

Instructor MD OMAR SARIF

Instructor
(Katakana) エムディー　オマール　サリフ

Campus Higashi-Hiroshima Semester/Term 1st-Year,  Second Semester,  Second Semester

Days, Periods, and Classrooms (2nd) Mon9-10：IDEC 204

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Credits 2.0 Class Hours/Week 2 Language of Instruction E : English

Course Level 5 : Graduate Basic

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 03 : Economics

Eligible Students 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

Keywords Sustainable development, SDGs, Economic development, Ending Extreme Poverty, Resilient Cities, Global environmental changes

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline 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.

Class Schedule 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) needs to be submitted after presentation.

Text/Reference
Books,etc. 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

PC or AV used in
Class,etc. Text, Audio Materials, Visual Materials, Microsoft Teams, Microsoft Forms

(More Details)

Learning techniques to be incorporated Discussions, Quizzes/ Quiz format, Role Play, PBL (Problem-based Learning)/ TBL (Team-based Learning), Flip Teaching

Suggestions on
Preparation and
Review 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.

Requirements Expected prior knowledge (e.g., Basic Economics/ Geography/ Sociology/ Political Science/ 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.

Grading Method 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

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message

Other 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.

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.

Academic Year	2026Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course)
Lecture Code	WTAA0101	Subject Classification	Specialized Education
Subject Name	持続可能な発展論基礎
Subject Name （Katakana）
Subject Name in English	Introduction to Sustainable Development
Instructor	MD OMAR SARIF
Instructor (Katakana)	エムディー　オマール　サリフ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, Second Semester, Second Semester
Days, Periods, and Classrooms	(2nd) Mon9-10：IDEC 204
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face

Credits	2.0	Class Hours/Week	2	Language of Instruction	E : English
Course Level	5 : Graduate Basic
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	03 : Economics
Eligible Students	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
Keywords	Sustainable development, SDGs, Economic development, Ending Extreme Poverty, Resilient Cities, Global environmental changes
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	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.
Class Schedule	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) needs to be submitted after presentation.
Text/Reference Books,etc.	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
PC or AV used in Class,etc.	Text, Audio Materials, Visual Materials, Microsoft Teams, Microsoft Forms
(More Details)
Learning techniques to be incorporated	Discussions, Quizzes/ Quiz format, Role Play, PBL (Problem-based Learning)/ TBL (Team-based Learning), Flip Teaching
Suggestions on Preparation and Review	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.
Requirements	Expected prior knowledge (e.g., Basic Economics/ Geography/ Sociology/ Political Science/ 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.
Grading Method	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
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message
Other	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.
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.

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