Global Warming and Climate Change is an interdisciplinary course designed for learners who want to understand the climate crisis not only as a scientific phenomenon, but as an ethical and political challenge that will shape every generation to come. You explore the atmosphere as a living system, the planet as a network of interdependent cycles, and climate change as a force that magnifies inequality, reshapes health, and transforms economies.
This course does not assume you arrive with a scientific background. It begins with clarity, builds depth carefully, and invites you into the kind of thinking that climate literacy requires: systems reasoning, moral seriousness, and an ability to hold uncomfortable complexity without looking away. You examine the science behind warming and the real-world consequences already unfolding, while also investigating solution pathways, emerging technologies, and the responsibilities of future leaders.
This programme offers a structured, in-depth introduction to climate science and global sustainability, exploring the drivers and consequences of global warming across ecosystems, economies, and communities.
Through live sessions, digital labs, and applied learning tasks, learners will:
The course supports you to understand not only what the data says, but how decisions are made, where power operates, and why climate solutions must be evaluated for fairness as well as effectiveness.
By the end of this course, learners will be able to:
Learners may have the opportunity to engage in applied learning activities such as:
Where appropriate, selected work may be shared in internal showcases, subject to quality review and programme design.
At Afer*Nova, programmes are designed to combine academic depth with real-world relevance, supporting learners to connect knowledge with applied judgement.
Learners begin with flexible modules that build strong conceptual foundations through:
This phase supports independent learning and builds confidence in core ideas.
Learners participate in mentor-guided workshops focused on applied learning, featuring:
These sessions strengthen critical thinking, collaboration, and communication.
Programmes are refreshed periodically to reflect new scientific evidence, policy developments, and innovation trends. This ensures learning remains current and relevant to changing global needs.
At Afer*Nova, teaching is designed to develop climate literacy as a form of responsibility. You are guided to interpret evidence carefully, weigh trade-offs honestly, and communicate decisions without overstating certainty.
Teaching includes case-led discussions, interactive labs, simulations, and applied project work. Assessment supports both understanding and intellectual growth. Learners may be assessed through critical reflections, research-based briefs, applied case analyses, oral presentations, peer feedback, and optional capstone outputs. Final submissions often take the form of a portfolio, supported by structured feedback.
This programme treats climate change as a systems problem. You learn how atmospheric chemistry, ocean circulation, ecosystems, economics, and politics interlock. You examine why climate change is not simply “an environmental issue”, but a defining condition of modern life that reshapes public health, agriculture, conflict risk, migration patterns, and global inequality.
Rather than treating ethics as an optional add-on, the course places questions of fairness, responsibility, and accountability at the centre. You explore how climate harm is distributed, how policy decisions shape vulnerability, and how justice-based climate strategy must confront both history and power.
You examine promising technologies and solutions, but you are also encouraged to ask difficult questions. What counts as evidence? What risks are acceptable? Who benefits? Who pays? You develop the discipline to evaluate climate innovations not as slogans, but as real interventions with real consequences.
Learners may develop a capstone-style output such as a policy brief, innovation plan, or climate strategy proposal. Subject to quality review and editorial discretion, selected work may be considered for inclusion in curated student collections or internal showcases.
Learners who complete programme requirements receive a programme-issued certificate. Where appropriate, and subject to meeting defined performance and professional standards, learners may be eligible to request a tailored academic reference letter at the discretion of the supervising educator.
Subject to performance, quality review, and programme design, learners may have the opportunity to:
Mentoring format and level of individual feedback may vary depending on cohort size, availability, and programme design. Any dissemination opportunities and reference letters are discretionary outcomes and are not guaranteed.
If you wish to enroll in the course, please click the ‘Register Now’ button. Our team will reach out to you after reviewing your academic qualifications.