OVERVIEW

People’s behaviour in relation to a risk depends on many factors: cognitive, emotional, social, political, and cultural. Risk communication faces the challenging goal to tackle as many factors as possible, in order to foster a proper perception of risks and, consequently, safe behaviors. This loop between perception and communication must be monitored. This class will address these issues, in order to provide the tools to promote resilience and safety of a community.

AIMS AND CONTENT

LEARNING OUTCOMES

The teaching unit aims at exploring how individuals perceive, assess, and communicate risks in various contexts concerning environmental hazards. Through interdisciplinary perspectives from psychology, sociology, communication studies, and risk analysis, students delve into the cognitive, emotional, and social factors influencing risk perception. The teaching unit also examines strategies for effective risk communication, including message framing, visual aids, and the role of media and technology. By critically analyzing case studies and current research, students develop a nuanced understanding of how risk perception shapes public attitudes, policies, and behaviors.

AIMS AND LEARNING OUTCOMES

After an introduction to the several approaches to investigate and model human risk perception, we will describe the communication strategies more effective for promoting a proper risk perception in the community.

At the end of the teaching unit, the students will be able to:

- describe the main approaches to model risk perception

- apply the risk perception theories to specific case studies and different environmental risks

- describe on the most recent communication strategies to trigger behavioural changes in citizens

- list the main phases of risk communication plans

- apply the communication principles to specific case studies

- describe the main characteristics of crisis communication

PREREQUISITES

There are no specific requirements

TEACHING METHODS

The teaching unit is structured according to a blended learning model, combining in-person sessions with online learning activities and synchronous virtual classroom meetings. The programme begins with an in-person session which introduces the course objectives, contents, and methodological framework.

Following the initial meeting, participants will engage in online learning through a series of video lectures focusing on risk perception. This asynchronous phase is designed to allow flexible access to theoretical content while preparing learners for subsequent interactive activities.

The teaching unit then alternates between virtual classroom sessions and in-person meetings. Live online sessions are scheduled at regular intervals to support discussion, clarification of key concepts, and guided reflection on the video materials. These sessions are complemented by a second in-person meeting at the middle of the semester, which provides an opportunity for deeper engagement, practical exercises, and direct interaction among participants and instructors.

A second online learning phase follows, consisting of video lectures on risk and crisis communication. This content is further supported by additional virtual classroom sessions, which foster dialogue, integration of knowledge, and application to real-world scenarios.

The  teaching unit ends with a final in-person session at the end of the semester, dedicated to consolidation of learning outcomes and presenting personal projects. This blended structure is intended to balance flexibility with direct interaction, ensuring both continuity of learning and meaningful participant engagement throughout the programme.

In-person lectures: 12 hours

Asynchronous lectures (video lectures): 28 hours

Virtual classrooms: 5 hours

The  teaching unit adopts an integrated teaching approach combining lectures with active learning methods to promote both theoretical understanding and practical application. Lectures provide the conceptual foundations of risk perception and risk communication, introducing the main psychological, social, and behavioural models that explain how individuals perceive, assess, and respond to environmental risks. These concepts are complemented by the discussion of case studies, enabling students to critically analyse real-world examples of risk and crisis communication and to apply theoretical frameworks to complex situations. Video analysis is used to examine communication strategies, media representations, and behavioural responses to risk events, fostering critical reflection on effective and ineffective communication practices. Group activities encourage collaborative learning, discussion, and the development of communication and problem-solving skills through the analysis of authentic scenarios and the design of risk communication strategies. Finally, talks and student presentations provide opportunities to engage with current research and professional experiences, bridging academic knowledge with practical applications in environmental risk management and community resilience.

Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher and the School's contact person for disability at the beginning of teaching to agree on possible teaching arrangements that, while respecting the teaching objectives, take into account individual learning patterns. Contacts of the teacher and the School's disability contact person can be found at the following link Comitato di Ateneo per l’inclusione delle studentesse e degli studenti con disabilità o con DSA | UniGe | Università di Genova

SYLLABUS/CONTENT

This teaching unit contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:

Goal no. 3 Health and well-being

Ensuring health and well-being for all and for all ages

Goal no. 11 Sustainable cities and communities

Making cities and human settlements inclusive, safe, durable and sustainable

Goal no. 13 Combating climate change

Take urgent measures to combat climate change and its consequences

RECOMMENDED READING/BIBLIOGRAPHY

The following reading material is compulsory for the preparation for the exam. The slides and videos alone are not enough for a proper preparation.

- slides and videos on aulaweb

- Pamela (Ferrante) Walaski (2011). Risk and Crisis Communications: Methods and Messages, New York, Wiley.

- David Ropeik (2010). How Risky Is It, Really? Why Our Fears Don't Always Match the Facts. McGraw-Hill

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Students may refer to the following link: https://corsi.unige.it/en/corsi/11921/students-timetable

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Exam for students attending the class (at least 70% of the in person lessons and virtual classrooms, i.e. more than 13 hours)

The exam is structured in two steps:

1. presentation of a research paper chosen among those posted on the Aulaweb page of the class. The assignment is a powerpoint presentation where you provide a detailed description of the paper. After each presentation, all the other students must ask at least one question to the presenter.

2. written exam with open-ended questions about the main topics of the module

Exam for students not attending the class (less than 70% of the in person lessons and virtual classrooms, i.e. less than 13 hours)

Written exam with open-ended questions about the main topics of the module

ASSESSMENT METHODS

For students attending the class, the assessment will concern:

- capacity to synthetise the main topics of the chosen paper

- capacity to express the contents with clarity and precision of terminology

- capacity to link the presentation to the topics discussed in the program

- correctness and completeness of answers in the written test

For students not attending the class, the assessment will concern:

- correctness and completeness of answers in the written test

FURTHER INFORMATION

For any additional information not included in the unit description, contact the professor