Module manager: Dr. Julie Peacock
Email: j.peacock@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
This module is not approved as a discovery module
The contemporary world is shaped by complex and often contested environmental challenges. These challenges, commonly described as wicked problems, are characterised by deep uncertainty, competing values, and disagreement not only over how problems should be addressed, but how they should be defined. Such problems operate across multiple spatial and temporal scales, from local landscapes to global systems, and they matter profoundly to people and decisions taken could have huge environmental consequences. Physical geography is uniquely placed to engage with this complexity, examining the dynamic interactions between natural processes and human actions. This module explores a wide range of wicked problems in physical geography, focusing on contested issues in people–environment relations. Students are invited to grapple with multiple perspectives on causes, consequences, and possible responses, recognising that simple solutions are rarely available. Living with complexity requires careful analysis, critical judgement, and reflexive thinking. Through engaging and topical case studies, the module challenges students intellectually and ethically, using wicked problems as a powerful lens through which to develop a sophisticated understanding of the changing Earth and society’s role within it.
On completion of this module, students will:
Demonstrate a critical understanding of key theoretical and practical debates associated with complex and contested environmental problems in physical geography, including an appreciation of uncertainty, scale, and the unintended consequences of environmental decision‑making.
Critically evaluate and communicate a range of contrasting perspectives on contemporary physical‑geographical issues, engaging in informed, evidence‑based discussion and debate in a professional and academically rigorous manner.
Integrate and apply physical geography concepts, methods, and analytical skills to investigate and respond to complex environmental problems, recognising the limits of knowledge and the challenges of developing responses to “wicked” problems.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1 Critically analyse key theoretical and practical debates surrounding complex and contested environmental problems in physical geography, demonstrating an advanced understanding of uncertainty, scale, and the potential for unintended consequences in environmental decision‑making.
2. Critically compare and synthesise contrasting perspectives on contemporary physical‑geographical issues, using appropriate evidence to support well‑structured, academically rigorous arguments.
3 Evaluate how environmental problems are framed and defined by different actors, including scientists, policymakers, and communities, and assess how these framings influence proposed responses and outcomes.
4 Integrate physical geography concepts, data, and analytical methods to investigate complex environmental problems, demonstrating the ability to apply disciplinary knowledge to real‑world case studies.
On successful completion of the module students will have demonstrated the following skills learning outcomes:
S1 Communicate complex ideas and contested viewpoints clearly and professionally, engaging in informed, evidence‑based discussion and debate appropriate to an academic and professional context.
S2 Reflect critically on the limits of knowledge and expertise in addressing ‘wicked’ environmental problems, recognising the challenges, trade‑offs, and ethical dimensions involved in developing and evaluating responses.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Practicals | 3 | 6 | 18 |
| Practicals | 4 | 1 | 4 |
| Lecture | 9 | 1 | 9 |
| Private study hours | 169 | ||
| Total Contact hours | 31 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students will have the opportunity to submit a formative blog to gain feedback on their writing before the first assessed blog is written.
In class discussions of ideas in lectures and particularly during workshops where oral feedback will be provided.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Coursework | 50 |
| Written Work | Coursework | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team