- Knowledge of distinct different processes of globalization (especially trade, capital flows and immigration) in the context of their implications for sustainability. - Ability to analyze geopolitical and geo-economic dynamics linked to these processes; the ways in which power comes into play in environmental conflicts. - Ability to understand the functioning of the multilevel order and the relative power of states vis a vis international organizations. - Understanding the implications of COVID-19 for the forces of globalization and their sustainability-related outcomes.

-The central forces of globalization, such as international trade and capital flows, their multifaceted consequences with regard to sustainability, as well as their political implications in both advanced and developing countries. -Ecological consequences of globalization and possible ways to alleviate the risks posed by distinct forces of globalization; varying theories and approaches in that regard; market-based and technological solutions and their implications; geoengineering, digitalization and their implications. -Multinational companies, trade, regional and global supply chains and their multifarious ecological and socio-economic impact. Commitment of companies to sustainability as signaling instruments: UN Global Compact and its operation. -International organizations involved SD as well as organizations whose functions have a direct or indirect impact on SD (such as the World Trade Organization). Both contradictory and compatible objectives and practices of organizations located at different levels (international, regional, supranational) and their challenges. -Analysis of ongoing shifts in globalization, emergence of new regional clusters (accelerated during the pandemic), implications for SD and global governance.

- Sessions in which the teacher develops the most important elements of each topic and presents the crucial conceptual problems linked to the skills that students should acquire. Although the role of the students in these sessions is more passive, there are several instances in which discussion is proposed. - In some of the sessions, the teacher presents and discuss a paper linked to the topics of the session emphasizing the methodological choices, the empirical strategies and the relevance of the conclusions. The main goal of this strategy is to suggest to the students ways to analyse and critically read the recent literature on the topics of the course.