Referring to knowledge

Referring to abilities, skills

Referring to attitudes, values and norms

The course gives students the opportunity to examine key social problems that attract substantial public attention in post-industrial societies, using problem-based learning and the analysis of specific case studies. Throughout the module, students engage with both quantitative and qualitative research, as well as audiovisual materials. Small group exploratory projects support critical reflection on the main dimensions of social problems, including their underlying risk factors and social construction. For this reason, regular attendance and participation—defined as at least 80%—are essential.

The opening sessions introduce the core conceptual frameworks and methodological tools for analysing social problems. These are followed by a combination of lectures, talks and documentary screenings, in which case studies are presented, alongside group-based practical and supervised work. This approach enables students to practise applying analytical methods and to develop their communication skills. Some of the required readings are in English, allowing students to become familiar with international research and comparative analysis.

In some teaching groups, the practical component of the course may include service-learning activities, involving student participation in social organisations, institutions or external centres (in previous years, this option was offered in the afternoon group in collaboration with the UB Solidarity Foundation). In line with the teaching-quality enhancement project coordinated by the Research, Innovation and Teaching Improvement Unit (RIMDA), the teaching methodology of some groups may differ slightly from that described above. Full details are made available in the group’s Virtual Campus at the start of the academic year.

Students complete a written examination on the theoretical and methodological aspects of the subject, as well as the analysis of cases discussed in class (70% of the final grade). The remaining 30% is based on either a single project or a series of coursework tasks completed in groups during the second half of the course. Students must attend a minimum of 80% of the sessions to be eligible for continuous assessment. This project can take different formats. One possible option is a set of tasks linked to the students’ participation in a service-learning initiative. The specific criteria for this practical component are outlined in the programme for each teaching group.

A student is considered to have opted for the continuous mode of assessment if they take the last scheduled continuous assessment examination. However, students who do not sit the exam are considered to have waived their right to this mode of evaluation and to have opted instead for single assessment.

There is only one official examination session, but students—whether coming from the continuous or single mode—are entitled to be re-evaluated. The content, procedure, and marking criteria for repeat assessment are the same as those for the single mode of assessment.

Examination-based assessment

Students may choose the single mode of assessment at any point up to the end of the course. Under this option, assessment consists of a final exam worth 100% of the overall mark. Even for students opting for single assessment, regular class attendance is strongly recommended, particularly in the English-medium group, due to the teaching and learning methods used.

There is only one official examination session, but students—whether coming from the continuous or single mode—are entitled to be re-evaluated. The content, procedure, and marking criteria for repeat assessment are the same as those for the single mode of assessment.