The course will provide a full understanding of the nexus and climate change agenda from what
motivates it to the processes that have defined it and are evolving. In addition, the students will
have hands-on exercises to analyze and evaluate the energy systems and different scenarios for
climate change mitigation.
In this course, we also look into energy planning and policy, as well as policy implementation
processes. This provides a framework for understanding the subject of energy policy and
planning, and for acting.
At the end of the course, the students should have a clear understanding of the complexity of the
nexus, climate problem, policy options, and of how different mitigation options and
interlinkages together with policy support may contribute to resolve it. This understanding
should be demonstrated through the dynamics of group works/exercises and use of diverse tools
to help address the problem.
This PhD course consists of four modules based on the following themes:
i. Energy systems and scenario analysis
ii. Transformation in energy and climate policies
iii. Nexus assessment (methods and tools for assessing synergies and trade-offs)
iv. Climate agenda and negotiation – the role of national and international actors
Course offerings are missing for current or upcoming semesters.
Please note: all information from the Course syllabus is available on this page in an accessible format.
Course syllabus FMJ3413 (Spring 2024–)In this PhD course, the following topics will be covered:
After completing this course, the student should be able to:
The students should have basic knowledge about energy systems issues related to supply and demand, as well as overall ideas about key issues in the global energy agendas. They should also be familiar with the interaction between the different parts of the energy system. The research topic that the PhD student is engaged with should be relevant to the course’s scope and background. Good English capability in speaking and writing is required.
If the course is discontinued, students may request to be examined during the following two academic years.
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
INL1 project report will build upon the active participation in three compulsory seminars where the students will present their preliminary findings in line with the ILOs.
