2025/2026 KAN-CCBLO2301U Energy Transition for Sustainable Development in Latin America
English Title | |
Energy Transition for Sustainable Development in Latin America |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory (also offered as elective) |
Level | Full Degree Master |
Duration | One Semester |
Start time of the course | Spring |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for Global Business and
Politics
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 23-05-2025 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||
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Examination | ||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||
Many Latin American countries have historically relied on hydropower and fossil fuels to meet their energy needs. In response to global climate commitments—such as the Paris Agreement—and growing domestic pressures, governments across the region are rethinking their energy matrices by incorporating nonconventional renewable sources, including wind (onshore and offshore), solar, biomass, waste, tidal, and geothermal energy. This process, commonly referred to as energy transition or energy diversification, is transforming the political economy of the region.
To accelerate this transition, many Latin American countries have revised their energy policies. These policies not only determine how energy is generated, stored, transported, and distributed, but also shape patterns of consumption and long-term development. However, energy transitions are not purely technical processes—they are deeply embedded in social, economic, legal, and cultural realities. As such, efforts to diversify energy systems can create tensions with development goals, and in some cases exacerbate inequality, territorial conflict, or limited access to energy for marginalized populations.
This course examines the strategies and dilemmas involved in transitioning to more sustainable energy systems in Latin America, with a focus on:
We will explore key theoretical perspectives including energy planning and policy, institutional theory, energy democracy, energy justice, environmental justice, governance, and energy poverty. Case studies will highlight real-world challenges and innovations across the region.
Students will be encouraged to critically evaluate the political, economic, and social implications of energy transitions, and to develop informed, context-sensitive recommendations for supporting just, inclusive, and sustainable energy futures in Latin America. |
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Research-based teaching | ||||||||||||||||||||||||
CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
Research-like activities
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Description of the teaching methods | ||||||||||||||||||||||||
This course aims to develop students’ skills
through individual and collaborative activities designed to promote
participation regarding the sharing of opinions, experiences,
views, thoughts, and knowledge. The case study approach is the
principal teaching-learning strategy.
Through the case study method, students will practise and apply theory and knowledge to real-world problems. Students will collaboratively (in teams) identify and clarify the problems presented, analyse the information found on each case, formulate and evaluate options, and present and defend their recommendations. The case study method aims to develop students’ critical thinking, information analysis, and problem-solving skills. One of the principal objectives of this learning strategy is that the students assume a key role in the learning process. |
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Feedback during the teaching period | ||||||||||||||||||||||||
There will be regular opportunities for student feedback throughout the course, e.g. via class exercises, office hours, and in-class case study discussions, in addition to regular participation and two-way communication in lectures. Students are encouraged to make use of these opportunities to enhance their learning experience. The lecturer will also, where possible, be readily available for a one-to-one dialogue in both lecture breaks and following each lecture session. | ||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||||
Brannstrom, C., Gorayeb, A., de Sousa Mendes, J., Loureiro, C., Meireles, A. J. de A., Silva, E. V. da, Freitas, A. L. R. de, & Oliveira, R. F. de. (2017). Is Brazilian wind power development sustainable? Insights from a review of conflicts in Ceará state. In Renewable and Sustainable Energy Reviews (Vol. 67, pp. 62–71). Elsevier Ltd. https://doi.org/10.1016/j.rser.2016.08.047
Carvajal-Romo, G., Valderrama-Mendoza, M., Rodríguez-Urrego, D., & Rodríguez-Urrego, L. (2019). Assessment of solar and wind energy potential in La Guajira, Colombia: Current status, and future prospects. Sustainable Energy Technologies and Assessments, 36, 100531. https://doi.org/10.1016/J.SETA.2019.100531
de Melo, C.A., Jannuzzi, G.D.M., Bajay, S.V., 2016. Nonconventional renewable energy governance in Brazil: lessons to learn from the German experience. Renew. Sustain. Energy Rev. 61, 222–234. https://doi.org/10.1016/j.rser.2016.03.054.
Gómez-Navarro, T., Ribó-Pérez, D., 2018. Assessing the obstacles to the participation of renewable energy sources in the electricity market of Colombia. Renew. Sustain. Energy Rev. 90, 131–141. https://doi.org/10.1016/j.rser.2018.03.015.
Ramirez, J. (2021). Contentious Dynamics Within the Social Turbulence of Environmental (In)justice Surrounding Wind Energy Farms in Oaxaca, Mexico. Journal of Business Ethics, 169(3), 387-404. https://doi.org/10.1007/s10551-019-04297-3
Ramirez, J., Velázquez, D. A., & Vélez-Zapata, C. (2022). The Potential Role of Peace, Justice, and Strong Institutions in Colombia's Areas of Limited Statehood for Energy Diversification towards Governance in Energy Democracy. Energy Policy, 168, 19. [113135]. https://doi.org/10.1016/j.enpol.2022.113135
Sovacool, B.K., 2021. Clean, low-carbon but corrupt? Examining corruption risks and solutions for the renewable energy sector in Mexico, Malaysia, Kenya and South Africa. Energy Strategy Rev. 38, 100723. https://doi.org/10.1016/j.esr.2021.100723.
Walker, G., Devine-Wright, P., 2008. Community renewable energy: what should it mean? Energy Policy 36, 497–500. https://doi.org/10.1016/j.enpol.2007.10.019. |