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The climate change represents essential challenges for our society, politics, and policy. The project-oriented workshop is designed to get students acquainted with climate change challenges and social transformations from perspectives of society (e.g., new social movements, online collective action) and climate change-related policy making at different levels (e.g., climate change policy issues on regional, national, and European levels reflected by the Internet and new social media). The workshop aims at developing international academic cooperation and at enhancing students’ team work as well as communication skills in academic area. It is also appreciated as an excellent preparatory experience for your own study abroad (e.g., Erasmus+ etc.).
The workshop provides an excellent opportunity to gain an international academic experience as it will be located in two settings, Charles University and the University of Konstanz. The workshop is accompanied by an informal program, a field trip to the Northern Bohemia region, and financial assistance which enables Prague students to discover beauties of the Lake Constance region (Konstanz, Mainau, Reichenau, Meersburg, Friedrichshafen) and life of Konstanz students Last update: Novotný Vilém, PhDr., Ph.D. (26.01.2026)
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The credits will be granted after fulfilling following conditions (plagiarism and other misconducts against academic and/or good manners will prevent passing the course): 1) attendance (100 %) 2) 3 questions to 3 chosen before the Prague week 9 points 3) active participation in discussions 10 points 4) Prague presentation of the team’s topic 10 points 5) Konstanz presentation of the team seminar paper draft 10 points 6) Team seminar paper – replication of a case study (15-20 pages = 27.000-36.000 signs with blanks) it means cca 5-7 pages per a team member 61 points Total 100 points
Students may use generative artificial intelligence (AI) tools as study aids, provided they remain critical of the outputs, verify the information, and explicitly state how AI was used in assignments or projects. Copying AI-generated results in their literal or slightly modified form and presenting them as one's own work is considered plagiarism. All uses of AI tools must be explicitly stated according to the guidelines set by FSV UK, and they must adhere to the broader ethical recommendations provided by Charles University. Students may decide not to use artificial intelligence tools or not to have their work processed by artificial intelligence, and such decisions will be fully respected by lecturers
Grading Scale (max. 100 points) A 91-100 points B 81-90 points C 71-80 points D 61-70 points E 51-60 points F till 50 points
Important dates: February 27, 2026, 9.30-10.50 – introductory session (online) till March 20, 2026 – deadline for a draft of the Prague presentation + 3 questions to 3 chosen texts March 22 –27, 2026 – Prague week till April 24, 2026 – deadline for the 1st short report on team seminar work progress till May 29, 2026 – deadline for a for the 2nd short report on team seminar work progress till June 19, 2026 – deadline for a for a draft of the Konstanz presentation + the 1st draft of the paper June 21-27, 2026 – Konstanz week July 31, 2026 – deadline for the final version of team seminar papers Last update: Novotný Vilém, PhDr., Ph.D. (26.01.2026)
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Basic issue reference The European Green Deal (https://ec.europa.eu/info/strategy/priorities-2019-2024/european-green-deal_en)
Society perspective (replication studies) Hautea, S., Parks, P., Takahashi, B., & Zeng, J. (2021). Showing They Care (Or Don’t): Affective Publics and Ambivalent Climate Activism on TikTok. Social Media + Society, 7(2). https://doi.org/10.1177/20563051211012344
Shim, D. (2024). Personalising climate change—how activists from fridays for future visualise climate action on instagram. Humanities & Social Sciences Communications, 11(1), 1073. doi:https://doi.org/10.1057/s41599-024-03556-7
Further inspirations: Poell, T., & Dijck, J. (2018). Social media and new protest movements. In J. Burgessa. Marwick, & T. Poell The sage handbook of social media (pp. 546-561). SAGE Publications Ltd, https://www.doi.org/10.4135/9781473984066.n31
Danielle Falzon, J. Timmons Roberts, and Robert J. Brulle (2021): Sociology and Climate Change: A Review and Research Agenda, in: Schaefer CAniglia et al (eds.): Handbook of Environmental Sociology, Springer Cham, pp 189-217, https://doi.org/10.1007/978-3-030-77712-8.
Chen, K., Molder, A. L., Duan, Z., Boulianne, S., Eckart, C., Mallari, P., & Yang, D. (2022). How Climate Movement Actors and News Media Frame Climate Change and Strike: Evidence from Analyzing Twitter and News Media Discourse from 2018 to 2021. The International Journal of Press/Politics, 0(0). https://doi.org/10.1177/19401612221106405
Carla Malafaia & Taina Meriluoto (2022) Making a deal with the devil? Portuguese and Finnish activists’ everyday negotiations on the value of social media, Social Movement Studies, DOI: 10.1080/14742837.2022.2070737
Von Zabern, Lena and Christopher D. Tulloch. (2021): Rebel with a cause: the framing of climate change and intergenerational justice in the German press treatment of the Fridays for Future protests. Media Culture & Society: 23-47.
Sonnett, John (2022) Climate change risks and global warming dangers: a field analysis of online US news media, Environmental Sociology, 8:1, 41-51, DOI: 10.1080/23251042.2021.1960098
Rödder, S., & Pavenstädt, C. N. (2023). ‘Unite behind the Science!’ Climate movements’ use of scientific evidence in narratives on socio-ecological futures. Science and Public Policy, 50(1), 30–41. http://doi.org/10.1093/scipol/ scac046
Roger Soler-i-Martí, Ariadna Fernández-Planells & Laura Pérez-Altable (2022) Bringing the future into the present: the notion of emergency in the youth climate movement, Social Movement Studies, 1-20, DOI: 10.1080/14742837.2022.2123312
Christopher N. Pavenstädt & Simone Rödder (2024) Between evidence first and political fight – understanding dynamics of (de-)politicization in US climate movements’ future narratives, Environmental Politics, 33:6, 1065-1086, DOI: 10.1080/09644016.2024.2324710
Policy making perspective: Kagan, J.A., Heikkila, T., Weible, C.M. et al. (2023). Advancing scholarship on policy conflict through perspectives from oil and gas policy actors. Policy Sciences. 56, 573–594 (2023). https://doi.org/10.1007/s11077-023-09502-9
Domorenok, E., & Graziano, P. (2023). Understanding the European Green Deal: A narrative policy framework approach. European Policy Analysis, 9, 9–29. https://doi.org/10.1002/epa2.1168 OR Dolan, D.A. (2021), Multiple Partial Couplings in the Multiple Streams Framework: The Case of Extreme Weather and Climate Change Adaptation. Policy Studies Journal, 49: 164-189. https://doi.org/10.1111/psj.12341
Further inspirations: Weible, C.M., Heikkila, T. (2017). Policy Conflict Framework. Policy Sci 50, 23–40. https://doi.org/10.1007/s11077-017-9280-6
.Jones, M. D., Smith-Walter, A., McBeth M. K. & Shanahan, E. A.(2023). The Narrative Policy Framework In C. M. Weible (Ed.), Theories of the Policy Process (5th ed., pp. 161-195). New York, NY: Routledge. DOI: 10.4324/9781003308201-7
Herweg, N., Zahariadis, N. & Zohlnhöfer, R. (2023) The Multiple Streams Framework: Foundations, Refinements, and Empirical Applications. In C. M. Weible (Ed.), Theories of the Policy Process (5th ed., pp. 29-64). New York, NY: Routledge. DOI: 10.4324/9781003308201-7
Lamb, W., Mattioli, G., Levi, S., Roberts, J., Capstick, S., Creutzig, F., . . . Steinberger, J. (2020). Discourses of climate delay. Global Sustainability, 3, E17. doi:10.1017/sus.2020.13
Some good methodological remarks: Wilson, S., & Herrera, Y. (2019). Teaching Computerized Content Analysis for Undergraduate Research Papers. PS: Political Science & Politics, 52(3), 536-542. doi:10.1017/S104909651900026X Other literature can be recommended according to specific interest by teachers.
Last update: Novotný Vilém, PhDr., Ph.D. (15.02.2026)
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The course takes place in seminar blocks with the Introductory session (February 27, 9.30-10.50, online Zoom) at the beginning of the summer semester, preparatory work in teams, in two teaching weeks (Prague March 22–27, and Konstanz June 21–27).
Hour requirements for students (1 ECTS = 30h): Workshop attendance 18h Self-study + questions to 3 theoretical texts 10h Prague presentation + team work 16h Konstanz presentation of the seminar paper draft + team work 16h Field research + team work – replication of a case study 60h Part of the seminar paper (cca 5-7 pages) + team work 60h Total 180h Last update: Novotný Vilém, PhDr., Ph.D. (26.01.2026)
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This workshop is primarily open to all MA students of the ISS UK FSV who are interested in this kind of experience and who will submit a short motivation letter (max. 1-2 paragraphs, cca 1/2 page) send to vnovotny[at]fsv.cuni.cz by February 18, 2026. The number of the participants is limited to 6 students. In case of more than 6 applicants, the choice of participants will be based on their motivation, further foreign mobility potential, command of English; command of German as an advantage. Working language is English. Last update: Novotný Vilém, PhDr., Ph.D. (26.01.2026)
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This workshop is primarily open to all MA students of the ISS UK FSV who are interested in this kind of experience and who will submit a short motivation letter (max. 1-2 paragraphs, cca 1/2 page) send to vnovotny[at]fsv.cuni.cz by February 18, 2026. The number of the participants is limited to 6 students. In case of more than 6 applicants, the choice of participants will be based on their motivation, further foreign mobility potential, command of English; command of German as an advantage. Working language is English. Last update: Novotný Vilém, PhDr., Ph.D. (26.01.2026)
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