General Info

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
119134 - SECURITY AND INDIVIDUAL LIBERTIES IN COMPARATIVE PERSPECTIVE FABIO PACINI	First Semester	6	GIUR-05/A		Learning objectives Knowledge and understanding Knowledge of the main institutions of comparative public law, with particular attention to the history of the modern state and of constitutionalism, as well as to the concrete operation of the legal guarantees of rights and liberties. Applying knowledge and understanding Ability to locate relevant legislative, bibliographic, and case-law materials and to employ them in framing legal problems. Ability to address the main issues that arise within different legal and institutional systems, with particular attention to the protection of liberties and rights. Ability to identify and appropriately select leading doctrinal and jurisprudential interpretations of the relevant norms, with attention to how these legal formants operate across different states. Making judgements Attentiveness to the interpretation of positive law and to the interaction among law, politics, and social and economic factors, with the capacity to discern independently their respective modes of operation. Communication skills Ability to draft documents and analytical reports on topics covered in the course, demonstrating a clear understanding of the relevant legal norms. Ability to present complex arguments on course topics clearly and effectively in academic and professional settings, including by participating in discussions and debates, defending one’s positions with robust legal reasoning, and responding appropriately to objections and questions. Learning skills To foster students’ interest in the subject, encouraging their engagement and attentiveness in the study of both general themes and specific issues. Teacher's Profile courseProgram The course is divided into two parts. The first part will be dedicated to an introduction to the multilevel system of protection of rights and individual liberties; the main concepts of comparative constitutional law will be discussed, focusing on the interaction between different legal systems. The second module will be devoted to the analysis and seminar discussion of specific topics. examMode The results are verified by oral examination. Both the knowledge acquired and the ability to express oneself, mastering the vocabulary of the discipline, will be assessed. The pass mark is achieved by demonstrating that at least the basic vocabulary and notions of the discipline have been acquired. books To prepare for the exam, students are advised to study the textbook indicated below, as well as the materials indicated and provided during classes: R. Masterman e R. Schutze (eds.), The Cambridge Companion To Comparative Constitutional Law, CUP, 2019 (indicated chapters only): Part I, ch. 2; Part III, chs. 8, 9, 10 e 11; Part IV, ch. 16; Part V, ch. 20. Attending students may take a seminar-based test according to the instructions that will be provided during the course. mode Blended. The course is based on both frontal lessons and the discussion of specific issues or cases. classRoomMode The course is based on both frontal lessons and the discussion of specific issues bibliography To prepare for the exam, students are advised to study the textbook indicated below, as well as the materials indicated and provided during classes: R. Masterman e R. Schutze (eds.), The Cambridge Companion To Comparative Constitutional Law, CUP, 2019 (indicated chapters only): Part I, ch. 2; Part III, chs. 8, 9, 10 e 11; Part IV, ch. 16; Part V, ch. 20. Attending students may take a seminar-based test according to the instructions that will be provided during the course.
121181 - INTERNATIONAL POLITICAL SOCIOLOGY OF SECURITY BOGDANA NOSOVA	First Semester	6	GSPS-05/A		Learning objectives The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed. D2 - Applied knowledge and understanding By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers. D3 - Autonomy of judgement The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline. D4 - Communication skills At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching. D5 - Ability to learn At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions. Teacher's Profile courseProgram “International Political Sociology of Security” examines how the idea and practice of security are conceptualized, constructed, and negotiated within the contemporary international system. Grounded in the perspective of International Political Sociology (IPS), the course encourages a critical rethinking of security beyond traditional, state-centered paradigms to include human, environmental, economic, and informational dimensions. By analyzing evolving risks, threats, and uncertainties in a globalized and interdependent world, it highlights how political, social, and technological processes shape the global security landscape. Through theoretical debates, institutional analysis, and empirical case studies, students will develop the analytical tools to assess how states, international organizations, and non-state actors negotiate and produce security. The course “International Political Sociology of Security” encourages reflective and evidence-based discussion on how shifting power structures, hybrid warfare, and transnational risks redefine both the meaning and practice of security in the 21st century. 1) Approaches to the Concept of “Security” • Evolution of the concept: from national to human and existential security. • Etymological, ontological, epistemological, and axiological aspects. • International Political Sociology as an alternative to classical schools in Security Studies. Discussion questions: What does security mean today? Can security ever be an objective condition, or is it always shaped by social, political, and cultural contexts? 2) Risks, Threats, and Uncertainties in Contemporary Societies • The “risk society” (Ulrich Beck, Anthony Giddens). • Challenges, threats, dangers as socially constructed phenomena. • Violence, aggression, and terrorism in the international dimension. Discussion questions: Risk society, social construction of threats, terrorism and violence. Governing uncertainty in contemporary crises. Are “risks” and “threats” objective realities or social constructions? 3) Sociology of Security, Risk, and Uncertainty • Status and subject of Security Sociology in global context. • Institutionalization: academic schools and research traditions. • Scales of security: from global to individual level. Discussion questions: Institutionalization of security sociology, links with other disciplines. Mapping the field – risk sociology vs security studies. How does International Political Sociology differ from traditional approaches to war and security? 4) Global and Regional Security: Institutions and Practices • NATO, EU, UN, OSCE, African Union, MERCOSUR, ASEAN, APEC, regional initiatives. • Research centers (SIPRI – Stockholm International Peace Research Institute; ISW – Institute for the Study of War; Netherlands Institute of International Relations Clingendael; NDC – NATO Defense College (Rome, Italy); EUI – European University Institute (Florence, Italy); Department of Peace and Conflict Research, Uppsala University; PACS – Judith Reppy Institute for Peace and Conflict Studies, Cornell University; PRIF – Leibniz Peace Research Institute Frankfurt; USIP – United States Institute of Peace; NPIHP - Nuclear Proliferation International History Project etc). • The role of international security forums and conferences (Munich, Warsaw, Berlin). Discussion questions: How the role of international organizations is changing in today's global security environment? How is the role of international organizations evolving in addressing traditional vs nontraditional security challenges (e.g. climate change, cyber threats, pandemics)? Are international organizations adapting effectively to hybrid and asymmetric security threats? Do international organizations still shape global security, or are states and private actors more important today? To what extent can international institutions guarantee security? The role of international security forums and conferences 5) Economic and Demographic Security • Interconnections between economy and security. • Food and energy security as global challenges. • Demographic change, migration, and aging societies. Discussion questions: Global food, energy, and economic security; migration and demographic change. Is migration a security issue? How do economic and demographic shifts redefine national and human security? 6) Environmental Security in Times of Peace and War • Ecological risks and climate-related threats. • Ecocide, technological disasters, war-related environmental damage. • Global and regional initiatives in climate and environmental security. Discussion questions: Climate change as a “threat multiplier.” How does environmental security challenge the state-centered paradigm of security? 7) Military Security and Hybrid Warfare • The concept of hybrid war: informational, legal, cyber, and economic dimensions. • Euro-Atlantic integration and global military alliances. • Military security as political and social practice. Discussion questions: Hybrid warfare, Euro-Atlantic security, alliances. Is “hybrid warfare” a new phenomenon or an old practice under a new name? Group work – analyzing NATO’s Strategic Concept. 8) Information and Cybersecurity • Conceptual framework of information security. • Propaganda, disinformation, and information operations. • Cyberattacks, cyberterrorism, and international cooperation in cybersecurity. • Effective Strategic Communications (StratCom). NATO’s Strategic Communications Centre of Excellence (Riga, Latvia). Discussion questions: Information warfare, disinformation, cyber threats. Cybersecurity in the EU. Is cyberspace primarily a military or civilian security domain? 9) National Security and the Humanitarian Dimension • Human security as a critical approach. • Humanitarian crises: refugees, food insecurity, health security. • Human rights in contexts of conflict and catastrophe. • International mechanisms of response (UN, ICRC – International Committee of the Red Cross, FAO – Food and Agriculture Organization of the United Nations; regional organizations). Discussion questions: Human security, humanitarian crises, rights protection. Analysis of international humanitarian responses (UN, ICRC – International Committee of the Red Cross). Does the concept of human security weaken or strengthen human rights protection? What is the role of the FAO – Food and Agriculture Organization of the United Nations (Headquarter – Rome, Italy) in promoting global food and human security? examMode The course adopts a seminar-based and interactive format, designed to promote active engagement and critical discussion. It integrates theoretical analysis with case studies and contemporary policy debates. Students are expected to participate actively in class activities and debates. Each student will be required to analyze an assigned case study, prepare a presentation, and submit a written essay, all of which will contribute to the final grade. Students who are unable to attend the course will be assessed through a final written and oral examination based on the designated readings. books Required readings Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis. Beck, U. (1992) Risk Society: Towards a New Modernity. Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction. Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis. Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition. Recommended readings Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media. Jaivin, L. (2021). The Shortest History of China. Kissinger, H. (1994). Diplomacy. van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage. Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition. Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World. classRoomMode Student performance will be evaluated through a combination of components, including: - Active participation and engagement in class discussions (40%); - - - Individual or group presentations on selected topics, case study analysis (20%); Submission of research papers, analytical essays (20%); A final examination. Final written paper or exam demonstrating theoretical understanding and analytical application (20%) bibliography Required readings Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis. Beck, U. (1992) Risk Society: Towards a New Modernity. Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction. Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis. Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition. Recommended readings Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media. Jaivin, L. (2021). The Shortest History of China. Kissinger, H. (1994). Diplomacy. van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage. Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition. Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World.
121220 - LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES	-	9	-	-	Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES GIANLUCA RUSSO	First Semester	6	GIUR-16/A		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy. Teacher's Profile courseProgram Each historical period expresses its own culture of freedom, prioritising one aspect over another. It is precisely this culture – shared by both citizens and public authorities – that determines whether the safeguards and legal mechanisms guaranteeing freedom itself are effective or, conversely, ineffective. To gain a better understanding of the historical context of each culture of freedom, this module will be divided into three distinct sections. 1. In the first part, we shall examine how ancient and, above all, medieval political and legal culture – which was modelled on the ancient tradition – justified and affirmed freedom. In this case, our focus will be twofold: first, the communal cities of central and northern Italy; and second, England with the Magna Carta. 2. In the second part, we shall turn our attention to the turbulent and dramatic beginnings of the modern age, focusing in particular on seventeenth-century England as our field of study, because it was there that freedom began to be conceived in the plural – as freedoms linked to an equal number of rights – initially through a remarkable reinterpretation of the English legal tradition centred on the mythologisation of the Magna Carta, and then, above all, through a novel and successful conception of natural law. In this instance, we shall be guided by the contrasting reflections of two of the leading exponents of European natural law: Thomas Hobbes and John Locke. 3. In the third and final part, we shall thus examine the two decisive historical moments through which the theories of natural law – particularly regarding the relationship between liberty and security – were put into practice, namely the American and French revolutions of the 18th century. In this instance, we shall be guided primarily by the main legal and constitutional documents – the so-called ‘bills of rights’ – drawn up by the revolutionaries. Only then, having examined the two revolutions in both their positive aspects and their many shadows and contradictions, will it be possible to turn our attention finally to the nineteenth century as the age of liberalism, when access to the rights of liberty – theoretically granted to every individual as natural rights – was in reality denied to certain categories of people deemed to deviate from the new legal and political order that had emerged from the revolutions, and therefore dangerous and, as such, subject to unprecedented security measures. To ensure a full understanding, each of the three parts will be preceded by a brief but comprehensive historical overview, focusing in particular on the medieval experience, its crisis between the 14th and 15th centuries, and the dawn of the modern era, marked by the Protestant Reformation, Humanism, the discovery of the Americas, proto-capitalism and the Scientific Revolution. examMode The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language. books To prepare for the final exam, students must choose one of these two texts: - Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, only Chapter I, pp. 1-14, 19-24, 35-37; Chapter II, pp. 39-44, 46-64, 69-74, 77-83; Chapter III, pp. 153-162. - Tamar Herzog (2018), A short history of European law : the last two and a half millennia, Cambridge ; London: Harvard University press, only pp. 75-203. Both manuals will be uploaded to the Moodle platform . classRoomMode Attendance at lessons is mandatory. However, given that teaching will be organised to ensure that students play an active role, attendance at lessons is strongly recommended. Despite the blended learning format combining face-to-face and distance learning, it is nevertheless recommended that you attend lessons in person. Finally, please note that if you are unable to attend face-to-face lessons regularly, you will not be able to prepare for the final exam solely on the basis of the slides uploaded for each topic on Moodle; instead, you will need to study one of the two specified textbooks thoroughly. bibliography To explore the various topics covered and discussed in class in greater depth, the professor will upload historical materials and explanatory essays to the Moodle platform. The study of these essays is entirely optional and is left to the student’s discretion.
LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES TOMMASO DELL'ERA	First Semester	3	GSPS-01/A		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy. Teacher's Profile courseProgram As a continuation of the first part of the course, we proceed as follows. 1. First of all, after the Revolutions, the Age of the Code and the Liberalism, we will consider the 20th century period starting from the crisis of the State and the effects of the First World War. 2. We will then focus on the totalitarian regimes devoting a special attention to a) the notion of totalitarianism from its origins to its subsequent development during the Cold War era and b) the Holocaust. 3. Finally, we will approach the new democratic constitutions and our most immediate present. examMode Final Examination The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language. books 1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162. 2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217. 3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260. Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class. classRoomMode The course module, which is spread over 18 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Lessons take place online and attendance at the course remains mandatory. bibliography 1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162. 2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217. 3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260. Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class.
ONE SUBJECT OF YOUR CHOICE FROM: SUSTAINABILITY AND GLOBAL THREATS, DIGITAL EVIDENCE AND HUMAN RIGHTS, HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATION	-	-	-	-
SUSTAINABILITY AND GLOBAL THREATS	First Semester	3	GSPS-03/B		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
DIGITAL EVIDENCE AND HUMAN RIGHTS GINA GIOIA	First Semester	6	GIUR-12/A		Learning objectives The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights. Knowledge and Understanding At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated. Applying knowledge and understanding At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided. Making judgements At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided. Communication skills At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants. Learning skills At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules. Teacher's Profile courseProgram The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights. Knowledge and Understanding At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated. Applying knowledge and understanding At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided. Making judgements At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided. Communication skills At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants. Learning skills At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules. examMode Attending-students: The assessment is by written exam: 16 multiple-choice questions and 2 short essay questions Not-attending-students: The assessment is by orale exam. The knowledge of the main subjects is verified through general questions. In answering, the student must be able to show an adequate knowledge of the basic principles and main subjects, as well as understanding the purposes of the legal regulation. The student must show the ability to understand the rational of principles and legal regulation, demonstrating her/his/ own arguing and reasoning skills. books For attendig students, the lecture course is based on relevant part of hand-books, articles and law cases. The relevant material will be specified at the beginning of the lectures. For non-attending students, the reference material is as follows: - Shamsollah Shaliga, Tayyeb Arefnia, Mehdi Mohammadian Amiri, Applications of Artificial Intelligence in the Production and Use of Digital Documents and Electronic Evidence as Proof in Civil and Criminal Litigation, in Legal Studies in Digital Age, Vol. 3, No. 2, 2024, 10 ss.; Peter Sommer, Certification, registration and assessment of digital forensic experts: The UK experience, in Digital Investigation, 8, 2011, 98 ss.; - Kenneth J. Withers, Computer-Based Discovery in Federal Civil Litigation, in in the Federal Courts Law Review at www.fedjudge.org; - Karolina Aksamitowska, Digital Evidence in Domestic Core International Crimes Prosecutions, in Journal of International Criminal Justice 19 (2021), 189 ss.; - Matthew Gillett, Wallace Fan, Expert Evidence and Digital Open Source Information, in Journal of International Criminal Justice 21 (2023), 661 ss.; - Elena Alina Onţanu, Normalising the use of electronic evidence: Bringing technology use into a familiar normative path in civil procedure, in OÑATI SOCIO-LEGAL SERIES VOLUME 12, ISSUE 3 (2022), 582 ss.; - Hock Lai, "The Legal Concept of Evidence", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/evidence-legal/>; - Adam Juszczak, Elisa Sason, The Use of Electronic Evidence in the European Area of Freedom, Security, and Justice, in https://eucrim.eu/articles/the-use-of-electronic-evidence-in-the-european-area-of-freedom-security-and-justice/#:~:text=With%20its%20new%20e%2Devidence,principle%2C%20the%20need%20to%20involve. classRoomMode The course is structured in lectures, which are also held remotely. Supplementary lectures are also provided, during which clarifications are offered on the more complex issues raised by the use of digital tools in the taking of evidence. bibliography For attending students, the bibliography will be established at the beginning of the course. For non-attending students, the reference bibliography is as follows: - Rebecca A. Delfino, Deepfakes on Trial: A Call To Expand the Trial Judge's Gatekeeping Role To Protect Legal Proceedings from Technological Fakery, 74 Hastings L.J. 293; - Andrew Guthrie Ferguson, Digital Habit Evidence, 72 Duke L.J. 724; - European Committee on Legal Co-Operation (CDCJ), The Use Of Electronic Evidence in Civil And Administative Law Proceedings And its Effect on The Rules Of Evidence And Modes Of Proof, 26 July 2016; - Daniel Brantes, Digital Evidence: The Admissibility of Leaked and Hacked Evidence in Arbitration Proceedings, International Journal Semiotics Law Revue internationale Sémiotique juridique, May 2023; - Maria Angela Biasiotti, Mattia Epifani, Fabrizio Turchi, The Evidence Project: Bridging the Gap in The Exchange Of Digital Evidence Across Europe, Proceedings of 10th Intl. Conference on Systematic Approaches to Digital Forensic Engineering; - European e-Justice Portale, Taking of Evidence – Italy; - ICO, Overview of the General Data Protection Regulation (GDPR); - Jessica Shurson, Data protection and law enforcement access to digital evidence: resolving the reciprocal conflicts between EU and US law, International Journal of Law and Information Technology, 2020, 28, 167–18.
ONE SUBJECT OF YOUR CHOICE FROM: SUSTAINABILITY AND GLOBAL THREATS, DIGITAL EVIDENCE AND HUMAN RIGHTS, HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATION	-	-	-	-
SUSTAINABILITY AND GLOBAL THREATS	First Semester	3	GSPS-03/B		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATIONS FRANCESCO SANVITALE	First Semester	6	GIUR-13/A		Learning objectives The course offers an overview of the development of the European Area of Freedom, Security and Justice, discussing its fundamental principles. Particular attention will be devoted to the study of European sources safeguarding human rights in criminal proceedings. The interplay and conflict between human rights and security, particularly at the investigative stage, will emerge through the direct analysis of concrete cases and the study of the main issues underlying the EU Directives on procedural safeguards in criminal proceedings. 1. Knowledge and understanding By the end of the course, students will have gained an in-depth understanding of the development of the European Area of Freedom, Security and Justice, with particular focus on its fundamental principles and on the role of European sources in safeguarding human rights in criminal proceedings. They will also understand the functioning and powers of the main European Courts, as well as the interactions between the European Union and the Council of Europe systems. 2. Applying knowledge and understanding Students will be able to apply the acquired knowledge to the analysis of concrete cases in European criminal law, assessing the practical implications of EU Directives on procedural rights and of key decisions of the Court of Justice of the European Union and the European Court of Human Rights. Through group work and presentations, they will develop the ability to interpret legal norms and judgments in complex contexts, identifying reasoned and coherent solutions. 3. Making judgments The course will foster critical thinking and independent judgment in analyzing the interplay between human rights and security, especially during the investigative stage of criminal proceedings. Students will be encouraged to formulate independent evaluations on the effectiveness and limitations of fundamental rights protection within the European multilevel system. 4. Communication Skills Through oral presentations and case discussions, students will develop advanced legal communication skills, learning to present and defend complex legal arguments clearly, rigorously, and coherently. 5. Learning skills Students will acquire methodological tools for the independent analysis of European and international legal texts, developing the ability to keep up to date with the evolution of European criminal law case-law and legislation. The preparation of a final glossary of key terms will help consolidate an appropriate legal vocabulary. Teacher's Profile courseProgram First part: the European legal framework for the protection of human rights in criminal proceedings 1. Introduction: what is criminal law? What is criminal procedure? How are they connected to rights and security? The issues of globalization in the criminal context and of trans-national crime 2. Council of Europe system, the European Convention on Human Rights (ECHR) and the European Court of Human Rights (ECtHR) 3. European Union (EU) system, the Court of Justice of the EU (CJEU), the Area of Freedom, Security and Justice (AFSJ) 4. EU Criminal Procedure. European Arrest Warrant (EAW) and European Investigation Order (EIO) 5. Comparison and connections between systems, Courts and types of judgments. The right to a fair trial in Art. 6 ECHR and the Directives on procedural safeguards in criminal proceedings Second part: human rights in criminal proceedings 6. Prohibition of torture: Case-study workshop trial - ECtHR, 1 June 2010, Gäfgen v. Germany 7. The right of access to a lawyer (Directive 2013/48/EU) - Case-study workshop trial (ECtHR, Salduz and ECtHR, Ibrahim) 8. Presumption of innocence and the right against self-incrimination (Directive 2016/343/EU) 9. Right to respect for private and family life 10. Right to interpretation and translation 11. Right to information and participation at criminal trials 12. Rights of victims: Directive 2012/29/EU and the restorative justice challenge Third part: case-study workshops and summary of the course 13. Case-study workshop: CJEU, 12 December 2019, JR and YC (EAW); CJEU, 8 December 2020, A and Others (EIO) 14. Case-study workshop: ECtHR, 30 December 2014, Georgiev v. Bulgaria; ECtHR, 23 August 2019, Kanciał v. Poland (prohibition of torture) 15. Case-study workshop: ECtHR, 25 February 1993, Funke v. France; ECtHR, 17 December 1996, Saunders v. United Kingdom (presumption of innocence) 16. Case-study workshop: CJEU, 2 October 2018, Ministerio Fiscal (right to respect for private and family life) 17. Case-study workshop: CJEU, 15 October 2015, Covaci; CJEU, 5 June 2018, Kolev (rights to interpretation, translation, information) 18. Summary of the cases and glossary examMode The final grade is given on the basis of an oral test, in-class presentations during workshops and active participation in class. books The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023, Chapters 1, 2, 3, 5 and 10; G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023 classRoomMode Attendance is not mandatory, but different exam methods are provided for attending students (those who have attended at least about 75% of the classes) and non-attending students. bibliography AA.VV., Manuale di procedura penale europea, a cura di R.E. KOSTORIS, VI ed., Giuffrè, 2025 AA.VV., Research Handbook on EU Criminal Law, a cura di V. MITSILEGAS-M. BERGSTRÖM-T. QUINTEL, II ed., Edward Elgar, 2024 AA.VV., Sfide attuali e tendenze future del diritto processuale penale europeo, a cura di L. BERNARDINI-C. DE CARO, Giappichelli, 2025
121171 - THE GLOBAL GOVERNANCE OF INTERNATIONAL SECURITY FEDERICA PASSARINI	Second Semester	9	GIUR-09/A		Learning objectives The course aims to provide students with in-depth knowledge of global governance of international security. The first part of the course focuses on international legal norms in the field of security, in particular those relating to the use of force, the role of international organizations in the field of security, the regulation of armed conflicts, and international criminal responsibility. The second part of the course involves the application of the rules studied to concrete cases with the active involvement of students. D1 - Knowledge and understanding The course aims to provide students with knowledge and understanding of the following issues: 1. The relevance of international law in the regulation of international security 2. Developments relating to the concept of security in international law and their legal effects 3. The role of international organizations in ensuring international security 4. The new role of international courts and tribunals in the field of security D2 - Applying knowledge and understanding At the end of the course, students should be able to: 1. find judgments of the International Court of Justice, the International Criminal Court, the European Court of Human Rights, analyze them, and interpret them by correctly identifying their rationale; 2. find and analyze, including critically, a judicial decision of the International Court of Justice, the International Criminal Court, and the European Court of Human Rights. D3 - Making judgments At the end of the course, students should be able to resolve concrete cases in light of the legal concepts learned and to interpret current events in light of international law Teacher's Profile courseProgram Module 1 1) PROHIBITION TO USE FORCE AND THE RIGHT of SELF-DEFENCE i. Introductory lecture: international society and the notion of “security” in international law ii. The prohibition to use force iii. The right of self-defence (preventative self-defence) iv. Self-defence against non-state actors and collective self-defense v. The use of force against terrorists 2) THE USE OF FORCE UNDER THE AUSPICES OF THE UNITED NATIONS i. The UN, its organs; the role of the General Assembly in the security field ii. The UN Security Council: Chapter VI and Chapter VII: art. 41 (sanctions) iii. Chapter VII: peace-keeping operations and authorizations to use force iv. The UN Charter, Chapter VIII: regional organizations and the use of force; focus on NATO v. Humanitarian intervention and other alleged exceptions to the prohibition to use force 3) THE ROLE OF INTERNATIONAL COURTS IN THE MAINTENANCE OF INTERNATIONAL PEACE AND SECURITY i. The International Court of Justice ii. Case-study: South Africa v. Israel iii. The international criminal justice iv. The International Criminal Court v. Case-study: the arrest warrant to Putin and Netanyahu examMode Students' learning will be assessed through a written examination designed to evaluate both their knowledge of the fundamental principles and institutions of international law and their ability to apply that knowledge to the analysis of practical legal issues. The examination consists of two parts: Part I – Multiple-choice questions, aimed at assessing students' knowledge and understanding of the topics covered during the course, including the main concepts, principles, and institutions of international law. Part II – Case study with open-ended questions, aimed at assessing students' ability to identify the relevant legal issues, apply the appropriate rules and principles of international law, develop a coherent legal analysis, and provide well-reasoned conclusions. The final grade will reflect both the student's knowledge of the subject matter and their ability to apply legal principles to practical situations. Assessment will also take into account the accuracy of legal terminology, clarity of expression, and quality of legal reasoning. books - R. Buchan, N. Tsagourias, Regulating the use of force in international law : stability and change, Edward Elgar Publishing, 2021 (excluded Chapter 9) - Shabtal Rosenne, International Court of Justice, MPEPIL (the paper will be uploaded on moodle) - Dire Tladi, International Criminal Court, MPEPIL (the paper will be uploaded on moodle) classRoomMode Attendance is not compulsory. However, as the course is designed around a student-centred teaching approach that emphasizes active participation, regular attendance is strongly recommended. In particular, attending classes will enable students to take part in in-class exercises and the discussion of practical case studies, which are essential for developing the legal reasoning and analytical skills required for the written examination, especially the case-study component.
121182 - CRIMINAL LAW AND GLOBAL THREATS MARTINA GALLI	Second Semester	9	GIUR-14/A		Learning objectives D1 – Knowledge and Understanding: The course aims to provide students with an in-depth understanding of the criminal law responses to the challenges posed by crime in the global context, with particular attention to international crimes and transnational criminal phenomena. Focusing on current issues under debate and drawing on relevant case law, the course seeks to develop students’ capacity for comprehension and critical analysis of the strategies of prevention and repression adopted at the national, supranational, and international levels, assessing their evolution and consistency with the fundamental principles of criminal law. D2 – Applied knowledge and understanding: By the end of the course, students will be able to apply their acquired knowledge critically to analyze the main forms of international and transnational criminality, identifying the most appropriate legal instruments and counter-strategies for different contexts. They will be able to interpret and assess the criminal law responses adopted, linking theoretical aspects to practical cases and developing sound legal reasoning and problem-solving skills consistent with the fundamental principles of criminal law. D3 - Autonomy of judgement: The course adopts a seminar-based and highly interactive approach aimed at promoting active participation and critical engagement. The analysis of case studies and judicial decisions will be used to encourage both individual and collective reflection. By the end of the course, students will be able to independently re-elaborate the acquired knowledge, demonstrating the ability to critically assess the various aspects of the discipline and to formulate well-founded and coherent legal judgments. D4 - Communication skills Upon completion of the course, students will have acquired proficiency in the technical and legal language of criminal law, with particular reference to its international and transnational dimensions. They will be able to present their knowledge and analyses clearly and coherently, both in written and oral form, and to engage effectively in academic discussion. The dialogical and participatory teaching approach will foster the development of effective communication skills suitable for both academic and professional contexts. D5 – Ability to learn: The course aims to foster the development of a learning method based on critical understanding of legal phenomena and autonomous elaboration of knowledge. By the end of the course, students should be able to address complex issues of international and transnational criminal law in a structured and informed manner, demonstrating the ability to synthesize information, pursue continuous self-directed learning, and formulate logically and legally sound solutions. Teacher's Profile courseProgram The course offers an overview of the evolution of criminal law in today’s global context, examining both its traditional foundations and the most recent challenges posed by contemporary criminal phenomena. The course is structured as follows: BLOCK I – Foundations. From national criminal law to criminal law in the global arena - The principles, concepts, and sanctions of “traditional” criminal law - From national criminal law to multi-level criminal law (transnational, international, European) - The global projections of criminal law BLOCK II – Mass atrocities and international criminal law - Mass atrocities as international crimes - From Nuremberg to the International Criminal Court - Between retributive justice and restorative justice; the criminal trial as a moment of truth, memory, and justice - Individual international crimes - International crimes of the future: the crime of ecocide BLOCK III – Criminal phenomena typical of the “risk society,” penal and para-penal countermeasures, and tensions with fundamental guarantees - Terrorism - Transnational organized crime - Migrant smuggling and trafficking in persons - Hate speech and hate crimes - Generative artificial intelligence and criminal law, with a focus on deepfakes and sexual offences BLOCK V – Corporate criminal law - The need to punish the legal entity - The difficulty of punishing the entity and the tension with the economic sustainability of sanctions examMode Assessment will be based on a class presentation on an assigned topic, based on assigned materials, and an oral examination covering all course topics. books - A.N. Martìn, Global Criminal Law: Postnational Criminal Justice in the Twenty-First Century, Palgrave Macmillan, 2022. - N. Boister, An Introduction to Transnational Criminal Law, 2nd edition, Oxford University Press, 2018. - G. Werle, F. Jeßberger, Principles of International Criminal Law, 4th Edition, Oxford University Press, 2020. classRoomMode Attendance at the course is strongly recommended. bibliography - A.N. Martìn, Global Criminal Law: Postnational Criminal Justice in the Twenty-First Century, Palgrave Macmillan, 2022. - N. Boister, An Introduction to Transnational Criminal Law, 2nd edition, Oxford University Press, 2018. - G. Werle, F. Jeßberger, Principles of International Criminal Law, 4th Edition, Oxford University Press, 2020.
121269 - CONFERENCES AND SEMINARS	Second Semester	4
121706 - LINGUISTIC ABILITIES	Second Semester	8

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
121267 - HUMAN MOBILITY AND THE EUROPEAN BORDER REGIME MARIA VITTORIA FORTE	First Semester	9	IUS/14		Learning objectives The course aims to illustrate and analyse the legal framework of different forms of human mobility in and towards the European Union by adopting a relational approach to the interplay between the legal status of third-country nationals (TCNs) within the Area of Freedom, Security and Justice (AFSJ) and the regulation related to the management of the EU's internal/external borders. The implications from the perspective of rights holders, including their fundamental rights, will be assessed and discussed. D2 - Applied knowledge and understanding By linking the treatment of aliens within the AFSJ and the integrated management of the EU and Member States' borders, students will acquire concrete knowledge and practical understanding of how the latter affects the fragmentation of the legal status of TCNs within the former, and will reconstruct a taxonomy of migratory conditions, ranging from the genuine mobility status enjoyed by EU citizens and their family members to the purely non-mobile status imposed on asylum seekers. D3 - Autonomy of judgement The course follows a seminar methodology and is intended to be interactive. Therefore, active participation will be strongly encouraged. Examples and references to leading case law will be provided in order to stimulate debate and exchange of views among the students. At the end of the course, students will be able to rework and make the acquired notions their own, as well as to develop the aptitude for a learning method that is not mnemonic, but based on the ability to critically analyse and construct logical connections between the various aspects of the discipline. D4 - Communication skills At the end of the course, students will have learned the technical-legal language of European migration law and policy and its specificities, thus being able to expound the acquired knowledge in an appropriate manner. Communication skills will also be developed through the promotion of a constant dialogue between lecturer and learners, making the latter the protagonists of frontal teaching. D5 - Ability to learn At the end of the course, students are expected to have developed a method of learning the legal phenomena addressed and of arguing the theses set out that is suitable for understanding the complex legal issues dealt with in the course, enabling them to independently formulate legally and logically valid solutions. Teacher's Profile
121250 - THE EXTERNAL DIMENSION OF EU MIGRATION AND ASYLUM POLICIES CHIARA SCISSA	First Semester	6	IUS/14		Learning objectives D1–Knowledge and understanding Students will acquire an in-depth understanding of the external dimension of EU migration and asylum policies, including the legal framework, institutional actors and geopolitical dynamics shaping cooperation with third countries, border control strategies and the implications for human rights protection. D2 – Applied knowledge and understanding Students will be able to analyse and interpret concrete cases, international agreements, operational programmes and policy tools (such as EU–third country partnerships and Frontex activities). They will be able to apply theoretical concepts to real-world situations and assess the legal and political consequences of policy choices. D3 – Autonomy of judgement Students will develop the ability to formulate critical and independent evaluations on EU migration governance, recognising tensions between security-driven approaches, fundamental rights and international obligations. D4 – Communication skills Students will be able to present and discuss complex topics clearly and coherently, both orally and in writing, using appropriate terminology and argumentative structure suitable for academic and institutional contexts. D5 – Ability to learn Students will strengthen their capacity for independent research and continuous learning, identifying and using normative sources, institutional documents, data and academic literature to critically monitor and interpret the evolving dynamics of EU migration and asylum policies. Teacher's Profile
ELECTIVE COURSES	-	-	-	-
ELECTIVE COURSES	Second Semester	6
ELECTIVE COURSES	Second Semester	12
ELECTIVE COURSES	Second Semester	6
121233 - FINAL EXAM	Second Semester	10
ONE SUBJECT OF YOUR CHOICE FROM: BORDERS OF SOCIAL LABOUR RIGHTS IN EUROPE, MIGRATION AND INTEGRATION POLICIES IN POST - WAR EUROPE, HISTORY AND PHILOSOPHY OF CITIZENSHIP	-	-	-	-
BORDERS OF SOCIAL AND LABOUR RIGHTS IN EUROPE MICAELA VITALETTI	Second Semester	6	IUS/07		Learning objectives The course aims to provide students with the basics of social rights and workers' rights in the European Union. Particular attention will be dedicated to general principles and second-level legislation. At the end of the course, students will therefore be required to demonstrate that they have: • Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the European regulatory sources governing the subject. • Ability to apply knowledge and understanding: students must be able to rework the topics covered during the course in order to apply the knowledge acquired to identify possible solutions to problems arising from the rapid evolution of European labor law. • Independent judgment: students must be able to evaluate practical cases in order to integrate the knowledge acquired and formulate judgments. • Communication skills: students must be able to clearly explain the concepts learned and must be able to use the technical language of the subject correctly. • Learning skills: students must demonstrate that they have developed learning skills that enable them to keep up to date through the study of European case law. Teacher's Profile courseProgram The course Borders of social and labor rights in the EU introduces the history of social rights in the European Union, focusing in particular on workers' rights through an analysis of the fundamental principles and secondary legislation Module I Introduction to the history of social rights and workers' rights in the European Union Introduction to the general principles governing the free movement of workers in the European Union Analysis of European legislation on the free movement of workers: the difference between workers and citizens Analysis of European case law on the free movement of workers in the European Union: practical cases Module II Directives on flexible working: fixed-term contracts, posting: The Working Time Directive The Adequate Minimum Wage Directive Directives on anti-discrimination law Analysis of European case law examMode The assessment can be written or oral. The written assessment includes multiple-choice questions and open-ended questions. The assessment is expressed as a mark out of 30. The test is considered passed with a mark of at least 18/30. In the case of a maximum mark (30/30), honors may be awarded. The grade is awarded based on the following criteria:  knowledge and understanding of the course content; ability to communicate knowledge using specialized vocabulary; application of knowledge and, where possible, of the skills acquired; ability to formulate independent judgments based on evidence. books Guide to European Labour Law, Author: Prof. dr. Antoine T.J.M. Jacobs, 2022, open access online M. Weiss, Introduction to European Labour Law, open access online The attending students can deepen their knowledge of the topics covered with a reading list, which also includes European regulations classRoomMode Attendance is expected to be 70%. It is also possible to attend remotely.
MIGRATION AND INTEGRATION POLICIES IN POST - WAR EUROPE AGNESE BERTOLOTTI	Second Semester	6	M-STO/04		Learning objectives Knowledge and understanding The course provides an in-depth historical understanding of migration processes in Europe from the post-war period to the present. Students will acquire knowledge of the evolution of reception, integration and citizenship policies, border management, and the development of European and national institutional frameworks. Attention is also devoted to public narratives, media representations, and the use of archival, institutional and audiovisual sources. Applying knowledge and understanding Students will acquire the ability to: – identify, interpret and critically use historical sources, institutional documents, legal texts and materials produced by international organisations; – apply analytical concepts to understand the historical, political and social dimensions of migration; – compare migration and integration policies across different European states and the EU, assessing patterns of divergence and convergence. Making judgements The course enhances the ability to critically evaluate migration policy-making, the evolution of institutional responses, and the cultural or media constructions surrounding migration. Students are encouraged to assess policy impacts on host societies and on the rights, trajectories and experiences of migrants. Communication skills Students will develop the ability to: – present oral and written analyses on European migration and integration policies; – synthesise complex information and articulate coherent arguments; – use appropriate terminology from contemporary history, public policy analysis and institutional communication. Learning skills The course aims to promote autonomous and critical learning, encouraging students to link historical knowledge with present-day debates. Students will be supported in developing the ability to engage independently with sources, research materials and international documentation for future study. Teacher's Profile
HISTORY AND PHILOSOPHY OF CITIZENSHIP	Second Semester	3	IUS/19		Learning objectives D1 - Knowledge and understanding The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal philosophy relating to citizenship. Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal philosophy, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts D2 - Applying knowledge and understanding At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases from a perspective of “law in action” D3 - Making judgements By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal-philosophical reflection related to citizenship D4 - Communication skills By the end of the course, students will have developed terminological accuracy related to the legal and philosophical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field D5 - Learning skills By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating
121173 - HISTORY OF FOREIGN POLITICS AND EUROPEAN SECURITY SANTE CRUCIANIMARIA PAOLA DEL ROSSI	Second Semester	6	SPS/06		Learning objectives D1 - Knowledge and understanding The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal philosophy relating to citizenship. Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal philosophy, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts D2 - Applying knowledge and understanding At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases from a perspective of “law in action” D3 - Making judgements By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal- philosophical reflection related to citizenship D4 - Communication skills By the end of the course, students will have developed terminological accuracy related to the legal and philosophical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field D5 - Learning skills By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating Teacher's Profile Teacher's Profile examMode The exam includes an oral interview on all parts of the syllabus.
121251 - EU ASYLUM LAW: IMPLEMENTATION CHALLENGES MARIO SAVINO	Second Semester	6	IUS/10		Learning objectives The course aims to provide students with advanced knowledge of the purposes (why), responsibilities (who), and methods (how) of protecting asylum seekers in the European Union. The course takes into account international and European standards, with a predominant focus on the Common European Asylum System (CEAS). At the end of the course, students will be required to demonstrate: • Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the European regulatory sources governing the subject. • Ability to apply knowledge and understanding: students must be able to rework the topics covered during the course in order to apply the knowledge acquired to identify possible solutions to the problems arising from the rapid evolution of European asylum law. • Independent judgment: students must be able to evaluate practical cases in order to integrate the knowledge acquired and formulate judgments. • Communication skills: students must clearly explain the concepts learned and be able to correctly use the technical language of the subject. • Learning skills: students must demonstrate that they have developed learning skills that enable them to continuously update their knowledge through the study of European case law. Teacher's Profile courseProgram The course examines the following aspects: the international protection regime, including the principle of non-refoulement and examples of protected entry procedures; the functioning of the Common European Asylum System, including criteria for distribution of responsibilities among member states, take-back procedures and relocation schemes; the EU Reception Conditions Directive and its implementation in the EU; the impact of the 2015 refugee crisis and the EU-Turkey agreement; how the issues of secondary movements and detention of asylum seekers are being addressed by the reform proposals at an advanced stage of negotiation (New EU Pact on Asylum and Migration); the temporary protection regime (implemented vis-à-vis Ukraine); and examples of integration strategies. examMode Results are verified by oral examination. Understanding of the legal regime of asylum seekers and its problems of implementation it is tested through general questions. In answering, the student must be able to demonstrate adequate knowledge of the European and international regulatory framework, as well as an understanding of the purposes of the relevant discipline. The student must demonstrate the ability to understand the rationale for relevant principles and norms, demonstrating argumentative and reasoning skills. Active participation and positive interaction in class, based on regular attendance, will be taken into account for final assessment. books FOR ATTENDING STUDENTS Attending students (i.e. students with no more than 2 absences from class) may take a written test, on a single date designated by the teacher. The written test will be based on the rulings discussed in class and the following blog posts: 1. D. Thym, Secondary Movements: Lack of Progress as the Flipside of Meagre Solidarity, EU Migration Law Blog, 2024, pp. 1-5 2. F. Maiani, Responsibility-determination under the new Asylum and Migration Management Regulation: plus ça change…, EU Migration Law Blog, 2024, pp. 1-5. 3. M. Moraru, The Impact of the 2024 CEAS Reform on the EU’s Return System: Amending the Return Directive Through the Backdoor, Migration Law Blog, 2024, pp. 1-5 4. U. Brandl, Mix and Match. Detention, “De-Facto Detention” or just Restrictions of Freedom of Movement in the New Pact, EU Migration Law Blog, 2024, pp. 1-5 5. I. Goldner Lang, Instrumentalisation of Migrants: It is Necessary to Act, but How?, EU Migration Law Blog, 2024, pp. 1-5 6. D. Thym, Temporary Protection for Ukrainians: the Unexpected Renaissance of ‘Free Choice’, in EU Migration Law Blog, 2022, pp. 1-5 7. M. Savino, On failed relocation and would-be Leviathans: Towards the New Pact on Migration and Asylum, in ADiM Blog, 2020, pp. 1-8 FOR NON-ATTENDING STUDENTS Non-attending students may take the exam (oral) at any scheduled exam call for the teaching. The oral exam will be based on the following readings: 1. V. Moreno-Lax, Crisis as (Asylum) Governance: The Evolving Normalisation of Non-access to Protection in the EU, European Papers, 2024, pp. 179-208 2. E. Küçük, Temporary Protection Directive: Testing New Frontiers?, in European Journal of Migration and Law, 2023, pp. 1–30 3. M. Gkliati, The EU Returns Agency: The Commissions’ Ambitious Plans and Their Human Rights Implications, in European Journal of Migration and Law, 2022, pp. 545–569 4. Jens Vested-Hansen, Harmonisation of types of asylum procedures: new Regulation, old dilemmas, EU Migration Law Blog, 2024, pp. 1-5 5. M. Ineli-Ciger, Navigating the Labyrinth of Derogations: A Critical Look at the Crisis Regulation, EU Migration Law Blog, 2024, pp. 1-5 6. N. Vavoula, The Transformation of Eurodac from an Asylum Tool into an Immigration Database , EU Migration Law Blog, 2024, pp. 1-5 7. L. Tsourdi, Funding the New Pact on Migration and Asylum: Symbolic Politics or Structural Shifts in the Policies’ Implementation Design? , EU Migration Law Blog, 2024, pp. 1-5 8. P. Garcia Andrade, Cooperation with third countries within the EU legislative reform on migration and asylum, EU Migration Law Blog, 2024, pp. 1-5 9. D. Thym, Secondary Movements: Lack of Progress as the Flipside of Meagre Solidarity, EU Migration Law Blog, 2024, pp. 1-5 10. F. Maiani, Responsibility-determination under the new Asylum and Migration Management Regulation: plus ça change…, EU Migration Law Blog, 2024, pp. 1-5. 11. M. Moraru, The Impact of the 2024 CEAS Reform on the EU’s Return System: Amending the Return Directive Through the Backdoor, Migration Law Blog, 2024, pp. 1-5 12. U. Brandl, Mix and Match. Detention, “De-Facto Detention” or just Restrictions of Freedom of Movement in the New Pact, EU Migration Law Blog, 2024, pp. 1-5 13. I. Goldner Lang, Instrumentalisation of Migrants: It is Necessary to Act, but How?, EU Migration Law Blog, 2024, pp. 1-5 14. D. Thym, Temporary Protection for Ukrainians: the Unexpected Renaissance of ‘Free Choice’, in EU Migration Law Blog, 2022, pp. 1-5 15. M. Savino, On failed relocation and would-be Leviathans: Towards the New Pact on Migration and Asylum, in ADiM Blog, 2020, pp. 1-8 mode The course follows a seminar method and is intended to be interactive. Active participation is strongly encouraged. The topics of the programme will be explored by making reference to leading case law, with a view to fostering the exchange of views among the students. This teaching method is purposed to develop the following skills: - the capacity to critically analyse legal decisions; - the ability to debate and defend a position; - the capacity to grasp the complexity of legal and non-legal issues related to migration policies. classRoomMode In presence attendance is recommended bibliography The reference bibliography is indicated in the recommended texts for exam preparation.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
119134 - SECURITY AND INDIVIDUAL LIBERTIES IN COMPARATIVE PERSPECTIVE FABIO PACINI	First Semester	6	GIUR-05/A		Learning objectives Knowledge and understanding Knowledge of the main institutions of comparative public law, with particular attention to the history of the modern state and of constitutionalism, as well as to the concrete operation of the legal guarantees of rights and liberties. Applying knowledge and understanding Ability to locate relevant legislative, bibliographic, and case-law materials and to employ them in framing legal problems. Ability to address the main issues that arise within different legal and institutional systems, with particular attention to the protection of liberties and rights. Ability to identify and appropriately select leading doctrinal and jurisprudential interpretations of the relevant norms, with attention to how these legal formants operate across different states. Making judgements Attentiveness to the interpretation of positive law and to the interaction among law, politics, and social and economic factors, with the capacity to discern independently their respective modes of operation. Communication skills Ability to draft documents and analytical reports on topics covered in the course, demonstrating a clear understanding of the relevant legal norms. Ability to present complex arguments on course topics clearly and effectively in academic and professional settings, including by participating in discussions and debates, defending one’s positions with robust legal reasoning, and responding appropriately to objections and questions. Learning skills To foster students’ interest in the subject, encouraging their engagement and attentiveness in the study of both general themes and specific issues. Teacher's Profile courseProgram The course is divided into two parts. The first part will be dedicated to an introduction to the multilevel system of protection of rights and individual liberties; the main concepts of comparative constitutional law will be discussed, focusing on the interaction between different legal systems. The second module will be devoted to the analysis and seminar discussion of specific topics. examMode The results are verified by oral examination. Both the knowledge acquired and the ability to express oneself, mastering the vocabulary of the discipline, will be assessed. The pass mark is achieved by demonstrating that at least the basic vocabulary and notions of the discipline have been acquired. books To prepare for the exam, students are advised to study the textbook indicated below, as well as the materials indicated and provided during classes: R. Masterman e R. Schutze (eds.), The Cambridge Companion To Comparative Constitutional Law, CUP, 2019 (indicated chapters only): Part I, ch. 2; Part III, chs. 8, 9, 10 e 11; Part IV, ch. 16; Part V, ch. 20. Attending students may take a seminar-based test according to the instructions that will be provided during the course. mode Blended. The course is based on both frontal lessons and the discussion of specific issues or cases. classRoomMode The course is based on both frontal lessons and the discussion of specific issues bibliography To prepare for the exam, students are advised to study the textbook indicated below, as well as the materials indicated and provided during classes: R. Masterman e R. Schutze (eds.), The Cambridge Companion To Comparative Constitutional Law, CUP, 2019 (indicated chapters only): Part I, ch. 2; Part III, chs. 8, 9, 10 e 11; Part IV, ch. 16; Part V, ch. 20. Attending students may take a seminar-based test according to the instructions that will be provided during the course.
121220 - LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES	-	9	-	-	Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES GIANLUCA RUSSO	First Semester	6	GIUR-16/A		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy. Teacher's Profile courseProgram Each historical period expresses its own culture of freedom, prioritising one aspect over another. It is precisely this culture – shared by both citizens and public authorities – that determines whether the safeguards and legal mechanisms guaranteeing freedom itself are effective or, conversely, ineffective. To gain a better understanding of the historical context of each culture of freedom, this module will be divided into three distinct sections. 1. In the first part, we shall examine how ancient and, above all, medieval political and legal culture – which was modelled on the ancient tradition – justified and affirmed freedom. In this case, our focus will be twofold: first, the communal cities of central and northern Italy; and second, England with the Magna Carta. 2. In the second part, we shall turn our attention to the turbulent and dramatic beginnings of the modern age, focusing in particular on seventeenth-century England as our field of study, because it was there that freedom began to be conceived in the plural – as freedoms linked to an equal number of rights – initially through a remarkable reinterpretation of the English legal tradition centred on the mythologisation of the Magna Carta, and then, above all, through a novel and successful conception of natural law. In this instance, we shall be guided by the contrasting reflections of two of the leading exponents of European natural law: Thomas Hobbes and John Locke. 3. In the third and final part, we shall thus examine the two decisive historical moments through which the theories of natural law – particularly regarding the relationship between liberty and security – were put into practice, namely the American and French revolutions of the 18th century. In this instance, we shall be guided primarily by the main legal and constitutional documents – the so-called ‘bills of rights’ – drawn up by the revolutionaries. Only then, having examined the two revolutions in both their positive aspects and their many shadows and contradictions, will it be possible to turn our attention finally to the nineteenth century as the age of liberalism, when access to the rights of liberty – theoretically granted to every individual as natural rights – was in reality denied to certain categories of people deemed to deviate from the new legal and political order that had emerged from the revolutions, and therefore dangerous and, as such, subject to unprecedented security measures. To ensure a full understanding, each of the three parts will be preceded by a brief but comprehensive historical overview, focusing in particular on the medieval experience, its crisis between the 14th and 15th centuries, and the dawn of the modern era, marked by the Protestant Reformation, Humanism, the discovery of the Americas, proto-capitalism and the Scientific Revolution. examMode The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language. books To prepare for the final exam, students must choose one of these two texts: - Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, only Chapter I, pp. 1-14, 19-24, 35-37; Chapter II, pp. 39-44, 46-64, 69-74, 77-83; Chapter III, pp. 153-162. - Tamar Herzog (2018), A short history of European law : the last two and a half millennia, Cambridge ; London: Harvard University press, only pp. 75-203. Both manuals will be uploaded to the Moodle platform . classRoomMode Attendance at lessons is mandatory. However, given that teaching will be organised to ensure that students play an active role, attendance at lessons is strongly recommended. Despite the blended learning format combining face-to-face and distance learning, it is nevertheless recommended that you attend lessons in person. Finally, please note that if you are unable to attend face-to-face lessons regularly, you will not be able to prepare for the final exam solely on the basis of the slides uploaded for each topic on Moodle; instead, you will need to study one of the two specified textbooks thoroughly. bibliography To explore the various topics covered and discussed in class in greater depth, the professor will upload historical materials and explanatory essays to the Moodle platform. The study of these essays is entirely optional and is left to the student’s discretion.
LIBERTY AND SECURITY IN HISTORICAL AND PHILOSOPHICAL PERSPECTIVES TOMMASO DELL'ERA	First Semester	3	GSPS-01/A		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy. Teacher's Profile courseProgram As a continuation of the first part of the course, we proceed as follows. 1. First of all, after the Revolutions, the Age of the Code and the Liberalism, we will consider the 20th century period starting from the crisis of the State and the effects of the First World War. 2. We will then focus on the totalitarian regimes devoting a special attention to a) the notion of totalitarianism from its origins to its subsequent development during the Cold War era and b) the Holocaust. 3. Finally, we will approach the new democratic constitutions and our most immediate present. examMode Final Examination The examination is oral. It consists of three/four questions through which the lecturer aims to test the student's preparation. The first question usually deals with a more general topic and is aimed at probing the student's ability to historically frame phenomena and to adequately conceptualize them. The subsequent questions usually pertain to more detailed aspects and are aimed at testing the student's ability to connect general knowledge to more circumscribed information. The student will achieve an excellent rating (27-30) if able to return in an extensive, correct and appropriate manner the topics covered by the questions; a median rating (22-27) if he/she has some gaps in the acquisition of the topics and their exposition. It will achieve a sufficient or barely more than sufficient evaluation (18-21) in case of widespread uncertainties and gaps. On the other hand, the assessment will be insufficient in the case of extensive gaps, errors in reasoning and inadequate language. books 1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162. 2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217. 3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260. Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class. classRoomMode The course module, which is spread over 18 hours of teaching, is organized by the lecturer in such a way as to encourage constant interaction with the students. Lessons take place online and attendance at the course remains mandatory. bibliography 1) Paolo Grossi (2010), A History of European Law, Wiley-Blackwell, Chapter II, pp. 84-137; Chapter III, pp. 138-162. 2) Abbott Gleason (1995), Totalitarianism: The Inner History of the Cold War, Oxford University Press, pp. 3-217. 3) Yehuda Bauer (2001), Rethinking the Holocaust, Yale University Press, pp. 1-67; 119-260. Historical materials distributed during the lessons (excerpts from laws, constitutions, works by jurists, historians and political philosophers, etc.) read and discussed together in class.
121222 - INTERNATIONAL POLITICAL SOCIOLOGY OF SECURITY BOGDANA NOSOVA	First Semester	6	GSPS-05/A		Learning objectives 1) Knowledge and understanding Students will gain an advanced understanding of how security is conceptualized, constructed, and practiced in the international system through the lens of International Political Sociology (IPS). They will become familiar with key theoretical frameworks, including realism, liberalism, constructivism, and critical approaches, and will explore multidimensional perspectives on security (human, environmental, economic, informational). 2) Applying knowledge and understanding Students will apply theoretical perspectives to empirical case studies and contemporary security challenges such as hybrid warfare, migration, environmental crises, and cyber threats. They will develop analytical skills for interpreting the role of states, international organizations, and non-state actors in the production of security. 3) Making judgements The course enhances students’ ability to critically assess dominant discourses and practices of security, encouraging independent judgement on global and regional security issues, and sensitivity to ethical and human rights dimensions in security policies. 4) Communication skills Students will strengthen their capacity to articulate complex ideas clearly and persuasively in academic and policy-oriented contexts through seminar discussions, oral presentations, and written assignments. 5) Learning skills The course fosters autonomous learning and research skills, preparing students to engage with advanced academic debates in international security, and to connect theoretical knowledge with contemporary global developments. Teacher's Profile courseProgram Il corso “Sociologia Politica Internazionale della Sicurezza” analizza come l’idea e la pratica della sicurezza siano concettualizzate, costruite e negoziate nell’attuale sistema internazionale. Radicato nella prospettiva della International Political Sociology (IPS), incoraggia una rilettura critica della sicurezza oltre i paradigmi tradizionali, statocentrici, includendo dimensioni umane, ambientali, economiche e dell’informazione. Attraverso il dibattito teorico, l’analisi istituzionale e lo studio di casi empirici, gli studenti acquisiranno strumenti analitici per valutare come Stati, organizzazioni internazionali e attori non statali, negozino e producano sicurezza. Il corso promuove una discussione riflessiva e basata su evidenze empiriche su come i mutamenti negli equilibri di potere, la guerra ibrida e i rischi transnazionali ridefiniscano il significato e la pratica della sicurezza nel XXI secolo. 1) Approcci al concetto di “Sicurezza” • Evoluzione del concetto: dalla sicurezza nazionale a quella umana ed esistenziale. • Aspetti etimologici, ontologici, epistemologici e assiologici. • La Sociologia Politica Internazionale come alternativa alle scuole classiche negli Security Studies. Domande di discussione: Che cosa significa “sicurezza” oggi? La sicurezza può mai essere una condizione oggettiva, o è sempre plasmata da contesti sociali, politici e culturali? 2) Rischi, minacce e incertezze nelle società contemporanee • La “società del rischio” (Ulrich Beck, Anthony Giddens). • Sfide, minacce e pericoli come fenomeni socialmente costruiti. • Violenza, aggressione e terrorismo nella dimensione internazionale. Domande di discussione: Società del rischio, costruzione sociale delle minacce, terrorismo e violenza. Governare l’incertezza nelle crisi contemporanee. “Rischi” e “minacce” sono realtà oggettive o costruzioni sociali? 3) Sociologia della sicurezza, del rischio e dell’incertezza • Status e oggetto della Sociologia della Sicurezza nel contesto globale. • Istituzionalizzazione: scuole accademiche e tradizioni di ricerca. • Scale della sicurezza: dal livello globale a quello individuale. Domande di discussione: L’istituzionalizzazione della sociologia della sicurezza e i suoi legami con altre discipline. Mappare il campo – sociologia del rischio vs security studies. In che cosa la Sociologia Politica Internazionale si differenzia dagli approcci tradizionali alla guerra e alla sicurezza? 4) Sicurezza globale e regionale: istituzioni e pratiche • NATO, UE, ONU, OSCE, Unione Africana, MERCOSUR, ASEAN, APEC, iniziative regionali. • Centri di ricerca (SIPRI – Stockholm International Peace Research Institute; ISW – Institute for the Study of War; Netherlands Institute of International Relations Clingendael; NDC – NATO Defense College (Rome, Italy); EUI – European University Institute (Florence, Italy); Department of Peace and Conflict Research, Uppsala University; PACS – Judith Reppy Institute for Peace and Conflict Studies, Cornell University; PRIF – Leibniz Peace Research Institute Frankfurt; USIP – United States Institute of Peace; NPIHP - Nuclear Proliferation International History Project, ecc.). • Il ruolo dei forum e delle conferenze internazionali sulla sicurezza (Monaco, Varsavia, Berlino). Domande di discussione: Come sta cambiando il ruolo delle organizzazioni internazionali nell’attuale contesto della sicurezza globale? Come evolvono le organizzazioni internazionali nel fronteggiare le sfide di sicurezza tradizionali e non tradizionali (cambiamento climatico, minacce informatiche, pandemie)? Le organizzazioni internazionali si stanno adattando efficacemente alle minacce ibride e asimmetriche? Le organizzazioni internazionali determinano ancora la sicurezza globale o oggi sono più importanti gli Stati e gli attori privati? Fino a che punto le istituzioni internazionali possono garantire sicurezza? Il ruolo dei forum e delle conferenze internazionali sulla sicurezza. 5) Sicurezza economica e demografica • Interconnessioni tra economia e sicurezza. • Sicurezza alimentare ed energetica come sfide globali. • Mutamenti demografici, migrazioni e invecchiamento delle società. Domande di discussione: Sicurezza alimentare, energetica ed economica globale; migrazioni e cambiamenti demografici. La migrazione è una questione di sicurezza? In che modo i mutamenti economici e demografici ridefiniscono la sicurezza nazionale e umana? 6) Sicurezza ambientale in tempo di pace e di guerra • Rischi ecologici e minacce legate al cambiamento climatico. • Ecocidio, disastri tecnologici, danni ambientali legati ai conflitti armati. • Iniziative globali e regionali per la sicurezza climatica e ambientale. Domande di discussione: Il cambiamento climatico come “moltiplicatore di minacce”. In che modo la sicurezza ambientale mette in discussione il paradigma statocentrico della sicurezza? 7) Sicurezza militare e guerra ibrida • Il concetto di guerra ibrida – dimensioni: dell’informazione, legale, cibernetica ed economica. • Integrazione euro-atlantica e alleanze militari globali. • La sicurezza militare come pratica politica e sociale. Domande di discussione: Guerra ibrida, sicurezza euro-atlantica, alleanze. La “guerra ibrida” è un fenomeno nuovo o una pratica antica con un nuovo nome? Lavoro di gruppo – analisi del Concetto Strategico della NATO. 8) Information security e sicurezza cibernetica • Quadro concettuale della sicurezza dell’informazione. • Propaganda, disinformazione e information operations. • Attacchi informatici, cyberterrorismo e cooperazione internazionale in materia di cybersicurezza. • Effective Strategic Communications (StratCom). Centro di Eccellenza NATO per le Comunicazioni Strategiche (Riga, Lettonia). Domande di discussione: Guerra dell’informazione, disinformazione, minacce informatiche. La cybersicurezza nell’Unione Europea. Il cyberspazio è principalmente un dominio di sicurezza militare o civile? 9) Sicurezza nazionale e dimensione umanitaria • La sicurezza umana come approccio critico. • Crisi umanitarie: rifugiati, insicurezza alimentare, sicurezza sanitaria. • Diritti umani nei contesti di conflitto e catastrofe. • Meccanismi internazionali di risposta (ONU, CICR – Comitato Internazionale della Croce Rossa, FAO – Organizzazione delle Nazioni Unite per l’Alimentazione e l’Agricoltura; organizzazioni regionali). Domande di discussione: Sicurezza umana, crisi umanitarie, protezione dei diritti. Analisi delle risposte umanitarie internazionali (ONU, CICR). Il concetto di sicurezza umana indebolisce o rafforza la protezione dei diritti umani? Qual è il ruolo della FAO – Organizzazione delle Nazioni Unite per l’Alimentazione e l’Agricoltura (sede a Roma, Italia) nella promozione della sicurezza globale alimentare e umana? examMode Student performance will be evaluated through a combination of components, including: - Active participation and engagement in class discussions (40%); - - - Individual or group presentations on selected topics, case study analysis (20%); Submission of research papers, analytical essays (20%); A final examination. Final written paper or exam demonstrating theoretical understanding and analytical application (20%) books Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis. Beck, U. (1992) Risk Society: Towards a New Modernity. Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction. Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis. Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition. Bibliografia di riferimento Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media. Jaivin, L. (2021). The Shortest History of China. Kissinger, H. (1994). Diplomacy. van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage. Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition. Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World classRoomMode not required but recommended bibliography Aradau, C., Huysmans, J., Neal, A., & Voelkner, N. (2015). Critical Security Methods: New Frameworks for Analysis. Beck, U. (1992) Risk Society: Towards a New Modernity. Bigo, D. (2008). International Political Sociology. Security Studies: An Introduction. Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A New Framework for Analysis. Giddens, A. (1991). Modernity and Self-Identity. Self and Society in the Late Modern Age. Williams, P., McDonald, M. (ed.) (2018). Security Studies: An Introduction. 3rd Edition. Bibliografia di riferimento Davies, N. (2008). Flat Earth News: An Award-winning Reporter Exposes Falsehood, Distortion and Propaganda in the Global Media. Jaivin, L. (2021). The Shortest History of China. Kissinger, H. (1994). Diplomacy. van Middelaar, L. (2020). Alarums and Excursions: Improvising Politics on the European Stage. Williams, P. (ed.) (2008). Security Studies: An Introduction. 2nd Edition. Zakaria, F. (2020). Ten Lessons for a Post-Pandemic World
ONE SUBJECT OF YOUR CHOICE FROM: SUSTAINABILITY AND GLOBAL THREATS, DIGITAL EVIDENCE AND HUMAN RIGHTS, HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATION	-	-	-	-
SUSTAINABILITY AND GLOBAL THREATS	First Semester	3	GSPS-03/B		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
DIGITAL EVIDENCE AND HUMAN RIGHTS GINA GIOIA	First Semester	6	GIUR-12/A		Learning objectives The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights. Knowledge and Understanding At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated. Applying knowledge and understanding At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided. Making judgements At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided. Communication skills At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants. Learning skills At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules. Teacher's Profile courseProgram The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights. Knowledge and Understanding At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated. Applying knowledge and understanding At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided. Making judgements At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided. Communication skills At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants. Learning skills At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules. examMode Attending-students: The assessment is by written exam: 16 multiple-choice questions and 2 short essay questions Not-attending-students: The assessment is by orale exam. The knowledge of the main subjects is verified through general questions. In answering, the student must be able to show an adequate knowledge of the basic principles and main subjects, as well as understanding the purposes of the legal regulation. The student must show the ability to understand the rational of principles and legal regulation, demonstrating her/his/ own arguing and reasoning skills. books For attendig students, the lecture course is based on relevant part of hand-books, articles and law cases. The relevant material will be specified at the beginning of the lectures. For non-attending students, the reference material is as follows: - Shamsollah Shaliga, Tayyeb Arefnia, Mehdi Mohammadian Amiri, Applications of Artificial Intelligence in the Production and Use of Digital Documents and Electronic Evidence as Proof in Civil and Criminal Litigation, in Legal Studies in Digital Age, Vol. 3, No. 2, 2024, 10 ss.; Peter Sommer, Certification, registration and assessment of digital forensic experts: The UK experience, in Digital Investigation, 8, 2011, 98 ss.; - Kenneth J. Withers, Computer-Based Discovery in Federal Civil Litigation, in in the Federal Courts Law Review at www.fedjudge.org; - Karolina Aksamitowska, Digital Evidence in Domestic Core International Crimes Prosecutions, in Journal of International Criminal Justice 19 (2021), 189 ss.; - Matthew Gillett, Wallace Fan, Expert Evidence and Digital Open Source Information, in Journal of International Criminal Justice 21 (2023), 661 ss.; - Elena Alina Onţanu, Normalising the use of electronic evidence: Bringing technology use into a familiar normative path in civil procedure, in OÑATI SOCIO-LEGAL SERIES VOLUME 12, ISSUE 3 (2022), 582 ss.; - Hock Lai, "The Legal Concept of Evidence", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/evidence-legal/>; - Adam Juszczak, Elisa Sason, The Use of Electronic Evidence in the European Area of Freedom, Security, and Justice, in https://eucrim.eu/articles/the-use-of-electronic-evidence-in-the-european-area-of-freedom-security-and-justice/#:~:text=With%20its%20new%20e%2Devidence,principle%2C%20the%20need%20to%20involve. classRoomMode The course is structured in lectures, which are also held remotely. Supplementary lectures are also provided, during which clarifications are offered on the more complex issues raised by the use of digital tools in the taking of evidence. bibliography For attending students, the bibliography will be established at the beginning of the course. For non-attending students, the reference bibliography is as follows: - Rebecca A. Delfino, Deepfakes on Trial: A Call To Expand the Trial Judge's Gatekeeping Role To Protect Legal Proceedings from Technological Fakery, 74 Hastings L.J. 293; - Andrew Guthrie Ferguson, Digital Habit Evidence, 72 Duke L.J. 724; - European Committee on Legal Co-Operation (CDCJ), The Use Of Electronic Evidence in Civil And Administative Law Proceedings And its Effect on The Rules Of Evidence And Modes Of Proof, 26 July 2016; - Daniel Brantes, Digital Evidence: The Admissibility of Leaked and Hacked Evidence in Arbitration Proceedings, International Journal Semiotics Law Revue internationale Sémiotique juridique, May 2023; - Maria Angela Biasiotti, Mattia Epifani, Fabrizio Turchi, The Evidence Project: Bridging the Gap in The Exchange Of Digital Evidence Across Europe, Proceedings of 10th Intl. Conference on Systematic Approaches to Digital Forensic Engineering; - European e-Justice Portale, Taking of Evidence – Italy; - ICO, Overview of the General Data Protection Regulation (GDPR); - Jessica Shurson, Data protection and law enforcement access to digital evidence: resolving the reciprocal conflicts between EU and US law, International Journal of Law and Information Technology, 2020, 28, 167–18.
121223 - CRIMINAL LAW AND GLOBAL THREATS MARTINA GALLI	Second Semester	9	GIUR-14/A		Learning objectives D1 – Knowledge and Understanding: The course aims to provide students with an in-depth understanding of the criminal law responses to the challenges posed by crime in the global context, with particular attention to international crimes and transnational criminal phenomena. Focusing on current issues under debate and drawing on relevant case law, the course seeks to develop students’ capacity for comprehension and critical analysis of the strategies of prevention and repression adopted at the national, supranational, and international levels, assessing their evolution and consistency with the fundamental principles of criminal law. D2 – Applied knowledge and understanding: By the end of the course, students will be able to apply their acquired knowledge critically to analyze the main forms of international and transnational criminality, identifying the most appropriate legal instruments and counter-strategies for different contexts. They will be able to interpret and assess the criminal law responses adopted, linking theoretical aspects to practical cases and developing sound legal reasoning and problem-solving skills consistent with the fundamental principles of criminal law. D3 - Autonomy of judgement: The course adopts a seminar-based and highly interactive approach aimed at promoting active participation and critical engagement. The analysis of case studies and judicial decisions will be used to encourage both individual and collective reflection. By the end of the course, students will be able to independently re-elaborate the acquired knowledge, demonstrating the ability to critically assess the various aspects of the discipline and to formulate well-founded and coherent legal judgments. D4 - Communication skills Upon completion of the course, students will have acquired proficiency in the technical and legal language of criminal law, with particular reference to its international and transnational dimensions. They will be able to present their knowledge and analyses clearly and coherently, both in written and oral form, and to engage effectively in academic discussion. The dialogical and participatory teaching approach will foster the development of effective communication skills suitable for both academic and professional contexts. D5 – Ability to learn: The course aims to foster the development of a learning method based on critical understanding of legal phenomena and autonomous elaboration of knowledge. By the end of the course, students should be able to address complex issues of international and transnational criminal law in a structured and informed manner, demonstrating the ability to synthesize information, pursue continuous self-directed learning, and formulate logically and legally sound solutions. Teacher's Profile courseProgram The course offers an overview of the evolution of criminal law in today’s global context, examining both its traditional foundations and the most recent challenges posed by contemporary criminal phenomena. The course is structured as follows: BLOCK I – Foundations. From national criminal law to criminal law in the global arena - The principles, concepts, and sanctions of “traditional” criminal law - From national criminal law to multi-level criminal law (transnational, international, European) - The global projections of criminal law BLOCK II – Mass atrocities and international criminal law - Mass atrocities as international crimes - From Nuremberg to the International Criminal Court - Between retributive justice and restorative justice; the criminal trial as a moment of truth, memory, and justice - Individual international crimes - International crimes of the future: the crime of ecocide BLOCK III – Criminal phenomena typical of the “risk society,” penal and para-penal countermeasures, and tensions with fundamental guarantees - Terrorism - Transnational organized crime - Migrant smuggling and trafficking in persons - Hate speech and hate crimes - Generative artificial intelligence and criminal law, with a focus on deepfakes and sexual offences BLOCK V – Corporate criminal law - The need to punish the legal entity - The difficulty of punishing the entity and the tension with the economic sustainability of sanctions examMode Assessment will be based on a class presentation on an assigned topic, based on assigned materials, and an oral examination covering all course topics. books - A.N. Martìn, Global Criminal Law: Postnational Criminal Justice in the Twenty-First Century, Palgrave Macmillan, 2022. - N. Boister, An Introduction to Transnational Criminal Law, 2nd edition, Oxford University Press, 2018. - G. Werle, F. Jeßberger, Principles of International Criminal Law, 4th Edition, Oxford University Press, 2020. classRoomMode Attendance at the course is strongly recommended. bibliography - A.N. Martìn, Global Criminal Law: Postnational Criminal Justice in the Twenty-First Century, Palgrave Macmillan, 2022. - N. Boister, An Introduction to Transnational Criminal Law, 2nd edition, Oxford University Press, 2018. - G. Werle, F. Jeßberger, Principles of International Criminal Law, 4th Edition, Oxford University Press, 2020.
ONE SUBJECT OF YOUR CHOICE FROM: SUSTAINABILITY AND GLOBAL THREATS, DIGITAL EVIDENCE AND HUMAN RIGHTS, HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATION	-	-	-	-
SUSTAINABILITY AND GLOBAL THREATS	First Semester	3	GSPS-03/B		Learning objectives 1) Knowledge and understanding: with the support of advanced textbooks and material distributed and analysed during lessons, gain knowledge of some of the most significant historical and philosophical turning points impacting the freedom/security nexus. 2) Applied knowledge and understanding: devise and support arguments on the main historical and philosophical developments of the freedom/security dichotomy between the Middle Ages and Modernity in Europe and America. 3) Making judgment: collect and interpret relevant data on the different cultures of freedom that each historical context examined has developed over time in relation to the needs of individual and collective security, with particular attention to the legal specificity underlying each of these cultures. 4) Communication skills: communicating information, ideas, doubts, problems, and possible solutions to the numerous challenges and unknowns that our globalized and digitized present has inherited from the different historical-philosophical cultures on the freedom/security nexus. 5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to undertake further studies and in-depth analysis with a high degree of autonomy.
HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATIONS FRANCESCO SANVITALE	First Semester	6	GIUR-13/A		Learning objectives The course offers an overview of the development of the European Area of Freedom, Security and Justice, discussing its fundamental principles. Particular attention will be devoted to the study of European sources safeguarding human rights in criminal proceedings. The interplay and conflict between human rights and security, particularly at the investigative stage, will emerge through the direct analysis of concrete cases and the study of the main issues underlying the EU Directives on procedural safeguards in criminal proceedings. 1. Knowledge and understanding By the end of the course, students will have gained an in-depth understanding of the development of the European Area of Freedom, Security and Justice, with particular focus on its fundamental principles and on the role of European sources in safeguarding human rights in criminal proceedings. They will also understand the functioning and powers of the main European Courts, as well as the interactions between the European Union and the Council of Europe systems. 2. Applying knowledge and understanding Students will be able to apply the acquired knowledge to the analysis of concrete cases in European criminal law, assessing the practical implications of EU Directives on procedural rights and of key decisions of the Court of Justice of the European Union and the European Court of Human Rights. Through group work and presentations, they will develop the ability to interpret legal norms and judgments in complex contexts, identifying reasoned and coherent solutions. 3. Making judgments The course will foster critical thinking and independent judgment in analyzing the interplay between human rights and security, especially during the investigative stage of criminal proceedings. Students will be encouraged to formulate independent evaluations on the effectiveness and limitations of fundamental rights protection within the European multilevel system. 4. Communication Skills Through oral presentations and case discussions, students will develop advanced legal communication skills, learning to present and defend complex legal arguments clearly, rigorously, and coherently. 5. Learning skills Students will acquire methodological tools for the independent analysis of European and international legal texts, developing the ability to keep up to date with the evolution of European criminal law case-law and legislation. The preparation of a final glossary of key terms will help consolidate an appropriate legal vocabulary. Teacher's Profile courseProgram First part: the European legal framework for the protection of human rights in criminal proceedings 1. Introduction: what is criminal law? What is criminal procedure? How are they connected to rights and security? The issues of globalization in the criminal context and of trans-national crime 2. Council of Europe system, the European Convention on Human Rights (ECHR) and the European Court of Human Rights (ECtHR) 3. European Union (EU) system, the Court of Justice of the EU (CJEU), the Area of Freedom, Security and Justice (AFSJ) 4. EU Criminal Procedure. European Arrest Warrant (EAW) and European Investigation Order (EIO) 5. Comparison and connections between systems, Courts and types of judgments. The right to a fair trial in Art. 6 ECHR and the Directives on procedural safeguards in criminal proceedings Second part: human rights in criminal proceedings 6. Prohibition of torture: Case-study workshop trial - ECtHR, 1 June 2010, Gäfgen v. Germany 7. The right of access to a lawyer (Directive 2013/48/EU) - Case-study workshop trial (ECtHR, Salduz and ECtHR, Ibrahim) 8. Presumption of innocence and the right against self-incrimination (Directive 2016/343/EU) 9. Right to respect for private and family life 10. Right to interpretation and translation 11. Right to information and participation at criminal trials 12. Rights of victims: Directive 2012/29/EU and the restorative justice challenge Third part: case-study workshops and summary of the course 13. Case-study workshop: CJEU, 12 December 2019, JR and YC (EAW); CJEU, 8 December 2020, A and Others (EIO) 14. Case-study workshop: ECtHR, 30 December 2014, Georgiev v. Bulgaria; ECtHR, 23 August 2019, Kanciał v. Poland (prohibition of torture) 15. Case-study workshop: ECtHR, 25 February 1993, Funke v. France; ECtHR, 17 December 1996, Saunders v. United Kingdom (presumption of innocence) 16. Case-study workshop: CJEU, 2 October 2018, Ministerio Fiscal (right to respect for private and family life) 17. Case-study workshop: CJEU, 15 October 2015, Covaci; CJEU, 5 June 2018, Kolev (rights to interpretation, translation, information) 18. Summary of the cases and glossary examMode The final grade is given on the basis of an oral test, in-class presentations during workshops and active participation in class. books The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023, Chapters 1, 2, 3, 5 and 10; G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023 classRoomMode Attendance is not mandatory, but different exam methods are provided for attending students (those who have attended at least about 75% of the classes) and non-attending students. bibliography AA.VV., Manuale di procedura penale europea, a cura di R.E. KOSTORIS, VI ed., Giuffrè, 2025 AA.VV., Research Handbook on EU Criminal Law, a cura di V. MITSILEGAS-M. BERGSTRÖM-T. QUINTEL, II ed., Edward Elgar, 2024 AA.VV., Sfide attuali e tendenze future del diritto processuale penale europeo, a cura di L. BERNARDINI-C. DE CARO, Giappichelli, 2025
121171 - THE GLOBAL GOVERNANCE OF INTERNATIONAL SECURITY FEDERICA PASSARINI	Second Semester	9	GIUR-09/A		Learning objectives The course aims to provide students with in-depth knowledge of global governance of international security. The first part of the course focuses on international legal norms in the field of security, in particular those relating to the use of force, the role of international organizations in the field of security, the regulation of armed conflicts, and international criminal responsibility. The second part of the course involves the application of the rules studied to concrete cases with the active involvement of students. D1 - Knowledge and understanding The course aims to provide students with knowledge and understanding of the following issues: 1. The relevance of international law in the regulation of international security 2. Developments relating to the concept of security in international law and their legal effects 3. The role of international organizations in ensuring international security 4. The new role of international courts and tribunals in the field of security D2 - Applying knowledge and understanding At the end of the course, students should be able to: 1. find judgments of the International Court of Justice, the International Criminal Court, the European Court of Human Rights, analyze them, and interpret them by correctly identifying their rationale; 2. find and analyze, including critically, a judicial decision of the International Court of Justice, the International Criminal Court, and the European Court of Human Rights. D3 - Making judgments At the end of the course, students should be able to resolve concrete cases in light of the legal concepts learned and to interpret current events in light of international law Teacher's Profile courseProgram Module 1 1) PROHIBITION TO USE FORCE AND THE RIGHT of SELF-DEFENCE i. Introductory lecture: international society and the notion of “security” in international law ii. The prohibition to use force iii. The right of self-defence (preventative self-defence) iv. Self-defence against non-state actors and collective self-defense v. The use of force against terrorists 2) THE USE OF FORCE UNDER THE AUSPICES OF THE UNITED NATIONS i. The UN, its organs; the role of the General Assembly in the security field ii. The UN Security Council: Chapter VI and Chapter VII: art. 41 (sanctions) iii. Chapter VII: peace-keeping operations and authorizations to use force iv. The UN Charter, Chapter VIII: regional organizations and the use of force; focus on NATO v. Humanitarian intervention and other alleged exceptions to the prohibition to use force 3) THE ROLE OF INTERNATIONAL COURTS IN THE MAINTENANCE OF INTERNATIONAL PEACE AND SECURITY i. The International Court of Justice ii. Case-study: South Africa v. Israel iii. The international criminal justice iv. The International Criminal Court v. Case-study: the arrest warrant to Putin and Netanyahu examMode Students' learning will be assessed through a written examination designed to evaluate both their knowledge of the fundamental principles and institutions of international law and their ability to apply that knowledge to the analysis of practical legal issues. The examination consists of two parts: Part I – Multiple-choice questions, aimed at assessing students' knowledge and understanding of the topics covered during the course, including the main concepts, principles, and institutions of international law. Part II – Case study with open-ended questions, aimed at assessing students' ability to identify the relevant legal issues, apply the appropriate rules and principles of international law, develop a coherent legal analysis, and provide well-reasoned conclusions. The final grade will reflect both the student's knowledge of the subject matter and their ability to apply legal principles to practical situations. Assessment will also take into account the accuracy of legal terminology, clarity of expression, and quality of legal reasoning. books - R. Buchan, N. Tsagourias, Regulating the use of force in international law : stability and change, Edward Elgar Publishing, 2021 (excluded Chapter 9) - Shabtal Rosenne, International Court of Justice, MPEPIL (the paper will be uploaded on moodle) - Dire Tladi, International Criminal Court, MPEPIL (the paper will be uploaded on moodle) classRoomMode Attendance is not compulsory. However, as the course is designed around a student-centred teaching approach that emphasizes active participation, regular attendance is strongly recommended. In particular, attending classes will enable students to take part in in-class exercises and the discussion of practical case studies, which are essential for developing the legal reasoning and analytical skills required for the written examination, especially the case-study component.
121269 - CONFERENCES AND SEMINARS	Second Semester	4
121706 - LINGUISTIC ABILITIES	Second Semester	8

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
121227 - CYBERSECURITY AND DATA PROTECTION BARBARA GIOVANNA BELLO	First Semester	6	IUS/20		Learning objectives D1 By the end of the course, students will have knowledge and understanding of the fundamental legal principles and provisions concerning the protection of personal data and cybersecurity in a perspective of legal informatics focusing on the relations between law and technology; autonomous ability to read the new European standards on data protection and platforms regulations; ability to understand the goals and technological motivations that led to their adoption; ability to understand the implementation rationale of the new regulatory framework. Students will also be able to identify privacy risks in different proposed scenarios, and to propose and evaluate solutions to mitigate such risks. D2 Students will be able to critically reflect on the main issues arising in the field of data protection and cybersecurity in relation to the protection of rights, reviewing the concepts they have learnt, linking the various topics in order to make useful proposals for the solution of concrete cases, as well as understanding the social and ethical implications of their choices in applying them. Students will also have developed the ability to search for literature, legislation and case law by consulting online archives and databases D3 By the end of the course, students will be able to independently process the concepts acquired and develop critical thinking skills through the examination of key concepts related to data protection and cybersecurity D4 At the end of the course, the students will have strengthened their knowledge of the language of legal informatics related to data protection and cybersecurity; in particular, they will have learned to express the knowledge acquired (according to D1 and D2) with appropriate vocabulary. By learning the language of legal informatics, students will be able to communicate content of specific importance in the legal field D5 By the end of the course, students should have developed a method of reasoning suitable for dealing with the specific topics covered in the course and be able to update information independently and appropriately Teacher's Profile courseProgram I. Introduction to the Course: Data Protection, Cybersecurity and Fundamental Rights; II. Privacy and Personal Data Protection as Fundamental Rights; III. The European Personal Data Protection System; IV. Actors in Personal Data Protection; V. Lawfulness of Processing and Data Flows; VI. Data Subject Rights and the System of Legal Protection; VII. Data Protection and Cybersecurity I: Security Threats and Incidents; VIII. Data Protection and Cybersecurity II: Prevention and Data Security; IX. Data Protection and Artificial Intelligence; X. From Personal Data to “Datafied” Environments: Smart Cities and Autonomous Vehicles; XI. The Council of Europe Convention on Cybercrime (Budapest Convention) and the United Nations Convention against Cybercrime; XII. Cybersecurity Regulation in the European Union; XIII. Focus I. Digital Platforms and Data Governance; XIV. Focus II “Vulnerability, Discrimination and the Protection of Rights in the Digital Environment”: Freedom of Expression Online: Hate Speech, Disinformation and Content Moderation; XV. Focus II “Vulnerability, Discrimination and the Protection of Rights in the Digital Environment”: Children Online and Digital Citizenship; XVI. Focus II “Vulnerability, Discrimination and the Protection of Rights in the Digital Environment”: Cyberviolence and Women’s Rights; XVII. Focus III. E-Democracy and Digital Citizenship; XVIII. Conclusions: Data Protection, Cybersecurity and Rights in the Digital Society. examMode Examination method The exam will be conducted orally, following an “inverted cone” structure, with questions progressing gradually from a general to a more specific level. Example of a general question: Analyse the main features of online hate speech and the means of its prevention and counteraction. Example of a specific question: Explain the concept of “data" Attending students Students who attend the course regularly may choose to give a presentation on a topic of their choice on the day of the exam. The presentation will form an integral part of the examination and will be based on individual research related to the subjects covered in class. The chosen topic must be agreed upon with the professor in advance. Assessment Criteria Students who demonstrate a comprehensive and critical understanding of the topics covered, the ability to develop independent analysis, and a command of precise and rigorous language will receive excellent grades. The ability to synthesise and analyse the course material, where such analysis lacks sufficient depth, and/or the use of language that is correct but not always rigorous will result in satisfactory grades. Gaps in preparation and/or the use of inadequate language, even where students demonstrate a basic knowledge of the examination material, will result in grades that do not exceed the minimum passing level. Significant gaps in preparation, such as failure to study part of the texts included in the syllabus, the use of inadequate language, and an inability to navigate the course materials effectively will result in a failing grade. books The required readings will be indicated by the lecturer on the first day of class. classRoomMode Attendance is not mandatory but is strongly recommended, given the constantly evolving nature of the subject. Students who attend the course regularly will have the opportunity, as part of the examination, to give an oral presentation on a topic related to the course syllabus, agreed upon with the lecturer and developed on the basis of independent research. bibliography B.G. Bello, Digital Technologies and Children’s Rights: Balancing Control, Protection, and Consent, in Revista de Derecho Privado, 48, 2025, 19-45 P.G. Chiara, Towards a Right to Cybersecurity in EU Law? The Challenges Ahead, 2023 A. Gascón Marcén, The Budapest Convention and the UN Cybercrime Convention negotiations, in A. Segura Serrano (ed.), Global Cybersecurity and International Law, Routledge, 2024 S. Gless - E. Silverman - T. Weigend, If robots cause harm, who is to blame? Self-driving cars and criminal liability, in New Criminal Law Review, Vol. 19, Number 3, 2016, 412 ss. Handbook on European Data Protection Law - 2018 edition, available at https://www.coe.int/en/web/data-protection I. Kamara, I., Mis, Misaligned laws? A comparative analysis of certification in the Cybersecurity Act and the General Data Protection Regulation. Data Protection and Privacy: Data Protection and Artificial Intelligence, 2021, 83-110 S. Villani, The Cyber Solidarity Act: Framework and Perspectives for the New EU-Wide Cybersecurity Solidarity Mechanism Under the EU Legal System. European Journal of Risk Regulation. 2025;16(2):485-497. Website on EU Digital Strategy with a Focus on Cybersecurity Regulation: https://digital-strategy.ec.europa.eu/en/policies/cybersecurity-policies
121271 - ARTIFICIAL INTELLIGENCE AND AUTOMATED DECISION - MAKING CAMILLA RAMOTTI	First Semester	9	IUS/10		Learning objectives 1) knowledge and understanding The teaching aims to provide the student with knowledge and understanding of the use of AI in the field of publicity. 2) Applied knowledge and understanding The teaching aims to provide students with knowledge and understanding of the mechanisms through which public decision-makers make decisions using AI. 3) making judgements At the end of the course, the student should have acquired autonomy of judgement with regard to the issues referred to in points 1 and 2. 4) Communication skills At the end of the course, the student should have acquired communication skills with regard to the issues referred to in points 1 and 2. 5) Learning skills At the end of the course, the student must have acquired the ability to learn the issues referred to in points 1 and 2. Teacher's Profile courseProgram The course examines the main legal and institutional issues raised by artificial intelligence and automated decision-making systems, with particular attention to the role of the European Union as a global actor in digital regulation. The course will address, in particular: the role of the European Union as a digital regulator and the issues of technological sovereignty and strategic autonomy; the European digital regulatory framework, including the GDPR, AI Act, Data Act, Data Governance Act, Digital Markets Act, Digital Services Act, European Media Freedom Act and Cybersecurity Solidarity Act; the extraterritorial reach of EU regulation and the so-called “Brussels Effect”; the relationship between ex ante regulation, ex post intervention, regulatory uncertainty and the risk of overregulation; the impact of artificial intelligence on fundamental rights, with particular reference to transparency, explainability, discrimination, automation bias, human oversight and accountability; market concentration in the digital sector and the role of Big Tech in democratic processes. The course will also examine the United States model of technology regulation, traditionally characterised by self-regulation and market-driven governance, as well as more recent legislative initiatives, with particular attention to California. Different enforcement models operating in the European Union in the fields of competition law, e-commerce and artificial intelligence will also be analysed. A specific part of the course will be devoted to algorithmic public administration in Italy, with reference to the Digital Administration Code, administrative discretion, procedural safeguards, transparency and the duty to give reasons. The course will also include the analysis of case studies, legislation and judicial decisions, seminar discussions, exercises involving legal sources and activities aimed at preparing a short academic essay. examMode Assessment is intended to verify students’ knowledge of the materials and topics covered in the course, their ability to connect different regulatory instruments, their capacity to analyse legal sources, and their ability to formulate and support a clear and legally grounded argument. Assessment may include participation in seminar activities, discussion of a case or legal problem, and the preparation of a short academic essay. The final assessment format and grading criteria will be determined and communicated at the beginning of the course. books C. Ramotti, Administrative action in the age of algorithmic transformation. From rule-based procedures to principle-guided decision-making, Turin, Giappichelli, 2025 classRoomMode Attendance is not mandatory. bibliography ANNANY M., CRAWFORD K., Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability, in New media & society, 2018, vol. 20, no. 3, pp. 973-989. • BARFIELD W., WENG Y.-H., PAGALLO U. (eds.), The Cambridge Handbook of the Law, Policy, and Regulation for Human-Robot Interaction, Cambridge, Cambridge University Press, 2024. • BOCCHINI F., Adjudication e rulemaking power nell’esperienza giuridica, in Rivista italiana di diritto pubblico comunitario, 2006, no. 1, pp. 171-202. • BRADFORD A., Digital Empires. The global battle to regulate technology, Oxford, Oxfors University Press, 2023. • BULLOCK J., YOUNG M.M., WANG Y.-F., Artificial intelligence, bureaucratic form, and discretion in public service, in Information Polity, 2020, vol. 25, no. 4, pp. 491-506. • BURRELL J., How the machine “thinks”: Understanding opacity in machine learning algorithms, in Big Data & Society, 2016, vol. 3, no. 1, pp. 1-12. • BUSSANI M., FERRARI ZUMBINI A., INFANTINO M. (eds.), The law of the algorithmic State in central and eastern Europe, in The Italian journal of public law, vol. 12, no. 2, 2025. CARNAT I., Human, all too human: accounting for automation bias in generative large language models, in International Data Privacy Law, 2024, vol. 14, no. 4, pp. 299-314. • COGLIANESE C., LEHR D., Regulating by Robot: Administrative Decision Making in the Machine-Learning Era, in Georgetown Law Journal, 2017, no. 6, pp. 1147-1223. • COVILLA J.C., Artificial Intelligence and Administrative Discretion: Exploring Adaptations and Boundaries, in European Journal of Risk Regulation, 2025, vol. 16, special issue 1, pp. 36-50. • DE SILVA S., FROGGATT A., GEORGE D., GOLDBERG S., HAIGH J., HOLLAND O., KRIER S., TANNA M. (eds.), Expert Essentials, Oxford, Oxford University Press, 2025. • EDER D., The AI Act and Bias: Effectiveness and Technical Feasibility of Countermeasures, 2024. • HACKER P., Sustainable AI Regulation, in Common Market Law Review, 2024, vol. 61, no. 2, pp. 345-386. • HOFMANN H.C.H., Between Discretion and Proportionality: The Duty of Care in EU Judicial Review, University of Luxembourg Law Working Paper No. 2020-009. • IENCA M., POLLICINO O., LIGUORI L., STEFANINI E., ANDORNO R. (eds.), The Cambridge Handobook on Information, Technologies, Life Sciences and Human Rights, Cambridge, Cambridge University Press, 2022. • KLEINBERG J., LUDWIG J., MULLAINTHAN S., SUNSTAIN C.R., Discrimination in the age of algorithms, in Journal of legal analysis, 2018, vol. 10, pp. 113–174. • LAUX J., WACHTER S., MITTELSTADT B., Trustworthy artificial intelligence and the European Union AI act: On the conflation of trustworthiness and acceptability of risk, in Regulation & Governance, 2024, vol. 18, no. 1, pp. 3-32. • LAUX J., RUSCHEMEIER H., Automation Bias in the AI Act: On the Legal Implications of Attempting to De-Bias Human Oversight of AI, 30 January 2025 • LEPRI B., OLIVER N., LETOUZÉ E., PENTLAND A., VINCK P., Fair, transparent and accountable algorithmic decision-making processes, in Philosophy & technology, 2018, no. 31, pp. 611-627. • LETA JONES M., The right to a human in the loop: Political constructions of computer automation and personhood, in Social studies of science, 2017, no. 2, pp. 216-239. • LOGG J.M., MINSON J.A., MOORE D.A., Algorithm appreciation: People prefer algorithmic to human judgment, in Organizational Behavior and Human Decision Processes, 2019, vol. 151, pp. 90-130. LO SAPIO G., La black box: l’esplicabilità delle scelte algoritmiche quale garanzia di buona amministrazione, in federalismi.it, 2021, no. 16, pp. 114- 127. • MALGIERI G., COMANDÈ G., Why a right to legibility of automated decisionmaking exists in the General Data Protection Regulation, in International data privacy law, 2017, no. 4, vol. 7, pp. 243-265. • MARCHETTI B., Artificial Intelligence and Public Authorities: Does the European AI Act Protect Public Values?, in European Review of Public Law, 2024, vol. 36, no. 1, pp. 67-90. • MAYER-SCHÖNBERGER V., CUKIER K., Big Data: A Revolution that Will Transform how We Live, Work and Think, Paris, Achette, 2013. • MOSQUEIRA-REY E., HERNÁNDEZ-PEREIRA E., ALONSO-RÍOS D., BOBESBASCARÁN J., FERNÁNDEZ-LEAL A., Human-in-the-loop machine learning: a state of the art, in Artificial intelligence review, 2023, no. 56, pp. 3005- 3054. • NOVELLI C., CASOLARI F., ROTOLO A., TADDEO M., FLORIDI L., AI Risk Assessment: A Scenario-Based, Proportional Methodology for the AI Act, in Digital Society, 2024, vol. 3, no. 13, pp. 1-29. • PALAIRET J., Reason-Giving in the Age of Algorithms, in Auckland University Law Review, 2020, vol. 26, pp. 92-119. • PASQUALE F., Black box society. The secret algorithms that control money and information, Cambridge-London, Harvard University Press, 2015. • RAMOTTI C., Participation in algorithmic administrative decision-making, in BioLaw Journal, 2024, no. 3, pp. 455-476. • RAMOTTI C., A Transparent Decision-Making in the Digital Age, in The Italian Journal of Public Law, 2025, vol. 17, no. 1, pp. 213-239. • RAMOTTI C., Administrative action in the age of algorithmic transformation. From rule-based procedures to principle-guided decisionmaking, Torino, Giappichelli, 2025. • RANGONE N., MEGALE L., Risks Without Rights? The EU AI Act’s Approach to AI in Law and Rule-Making, in European Journal of Risk Regulation, 2025, pp. 1-16. • ROTENBERG M., Artificial Intelligence and the right to Algorithmic Transparency, in M. IENCA, O. POLLICINO, L. LIGUORI, E. STEFANINI, R. ANDORNO (eds.), The Cambridge Handobook on Information, Technologies, Life Sciences and Human Rights, Cambridge, Cambridge University Press, 2022, pp. 153-165. • SAMEK W., MONTAVON G., VEDALDI A., HANSEN L.K., MULLER K.-R., Explainable AI: Interpreting, Explaining, and Visualizing Deep Learning, Cham, Springer, 2019. SEABORN K., Bots against Bias. Critical Next Steps for Human-Robot Interaction, in W. BARFIELD, Y.-H. WENG, U. PAGALLO (eds.), The Cambridge Handbook of the Law, Policy, and Regulation for Human-Robot Interaction, Cambridge, Cambridge University Press, 2024, pp. 362-390. • SMUHA N.A., Algorithmic Rule By Law. How Algorithmic Regulation in the Public Sector Erodes the Rule of Law, Cambridge, Cambridge University Press, 2024. • SMUHA N.A. (ed.), The Cambridge Handbook on the Law, Ethics and Policy of Artificial Intelligence, Cambridge, Cambridge University Press, 2025. • SMUHA N.A., The Use of Algorithmic Systems by Public Administrations, in N.A. SMUHA (ed.), The Cambridge Handbook on the Law, Ethics and Policy of Artificial Intelligence, Cambridge, Cambridge University Press, 2025, pp. 383-410. • SMUHA N.A., YEUNG K., The European Union’s AI Act: Beyond Motherhood and Apple Pie?, in N.A. SMUHA (ed.), The Cambridge Handbook on the Law, Ethics and Policy of Artificial Intelligence, Cambridge, Cambridge University Press, 2025, pp. 228-258. • TROISI E., Automated Decision Making and right to explanation. The right of access as ex post information, in European Journal of Privacy Law & Technologies, 2022, no. 1, pp. 181-202. • VAN BEKKUM M., Using sensitive data to de-bias AI systems: Article 10(5) of the EU AI Act, in Computer Law & Security Review: The International Journal of Technology Law and Practice, 2025, vol. 56, pp. 1-11. • VAN ROOY D., Human–Machine Collaboration for Enhanced Decision- Making in Governance, in Data & Policy, 2024, vol. 6, pp. e60-e60-12. • WACHTER S., MITTELSTADT B., FLORIDI L., Why a right to explanation of automated decision-making does not exist in the General Data Protection Regulation, in International data privacy law, 2017, no. 2, pp. 76-99. • YEUNG K., RANCHORDAS S., An Introduction to Law and Regulation: Text and Materials, Cambridge, Cambridge University Press, 2024.
121229 - GREEN TRANSITION AND CLIMATE CHANGE LAW	Second Semester	6	IUS/09		Learning objectives Knowledge and understanding A sound knowledge of the principal legal institutions involved in policies relating to the green transition and, more generally, in addressing climate change. Applying knowledge and understanding Ability to identify and retrieve the relevant legislative, bibliographical and case-law materials, and to employ them in the formulation and analysis of legal problems. Ability to address the main issues that arise in different legal and institutional systems, also considering the need to operate across multiple levels of governance and legal orders (state, sub-state, supranational, comparative). Making judgements Critical attention to the interpretation of positive law and to the interaction between law, politics, economics and the experimental sciences. Communication skills Ability to draft documents and analytical reports on topics covered in the course, demonstrating a clear understanding of the relevant legal norms. Ability to navigate a complex, multi-level regulatory environment. Learning skills The primary objective is to foster students’ interest in the subject and to encourage further in-depth study.
ONONE SUBJECT OF YOUR CHOICE FROM: SOCIOLOGY AND ECONOMICS OF ENVIRONMENT, BIOETHICS AI ETHICS AND ENVIRONMENTAL SUSTAINABILITY	-	-	-	-
SOCIOLOGY AND ECONOMICS OF ENVIRONMENT NOSOVA BOGDANA	Second Semester	6	SPS/07		Learning objectives 1) Knowledge and understanding Upon successful completion of the course, students will be able to: Demonstrate a comprehensive understanding of key theories and debates in Environmental Sociology, Ecological Economics, and Political Ecology. Explain the interconnections between social systems, economic structures, and environmental processes. Identify how power relations, inequality, and communication shape environmental issues and their governance. Recognize the implications of environmental change for security, human rights, and social justice. 2) Applying knowledge and understanding Students will be able to: Apply sociological and economic frameworks to analyze real-world environmental problems and conflicts. Employ theoretical and analytical tools to evaluate sustainability policies, economic transitions, and communication strategies. Develop integrative analyses that connect local and global case studies of environmental governance and justice. Use strategic communication methods to design effective advocacy and policy-oriented responses to environmental challenges. 3) Making judgements Students will learn to: Critically assess economic, political, and communicative narratives about environmental change and sustainability. Identify ethical and justice dimensions in environmental policies and governance frameworks. Form independent, evidence-based judgements about the social and economic causes and consequences of environmental degradation. Evaluate competing paradigms of growth, sustainability, and transition from a rights- based and justice-oriented perspective. 4) Communication skills Students will acquire the ability to: Present sociological and economic arguments clearly and persuasively in both oral and written forms. Engage in informed debates about environmental issues, policy, and communication practices. Translate academic insights into policy briefs, media messages, and advocacy materials. Collaborate effectively in group discussions, presentations, and research projects. 5) Learning skills By the end of the course, students will be able to: Work autonomously and collaboratively in research and problem-solving related to environmental issues. Integrate interdisciplinary knowledge from sociology, economics, and communication studies. Critically read and synthesize academic and policy sources. Continue independent learning in areas of environmental governance and strategic communication. Teacher's Profile courseProgram This course explores how environmental issues are shaped by social structures, economic systems, and power relations. It examines the socio-economic drivers of environmental degradation, their implications for security and human rights, and the possibilities for sustainable and just transitions. Through interdisciplinary perspectives, students will engage with theories of environmental sociology, ecological economics, and political ecology, analyzing global and local cases of environmental conflict, inequality, and governance. Through a focus on strategic communication, students learn how ideas about nature, economy, and justice are framed, contested, and mobilized across public, institutional, and policy domains. Learning Outcomes By the end of the course, students will be able to: • Analyze environmental issues through sociological and economic lenses. • Understand the connections between environmental degradation, social inequality, and security. • Evaluate policy frameworks and economic mechanisms addressing environmental and climate challenges. • Assess how environmental changes impact human rights and social justice. • Apply sociological and economic theories to case studies of environmental conflict and governance. • Explain core theories and approaches in Environmental Sociology and Ecological Economics. • Evaluate the role of communication and media in shaping environmental discourse and policy. • Analyze how communication influences public perception, policy, and behavior regarding environmental issues. • Evaluate economic and media frameworks shaping environmental governance. • Apply strategic communication approaches to promote environmental justice and sustainability. • Connect environmental issues with questions of human rights, security, and global governance. • Integrate sociological, economic, and communicative perspectives into justice-oriented environmental analysis. 1. Society, Economy, and Ecology in the Age of Crisis Interdependence between ecology, society, and economy. Interconnections between environmental, social, and economic systems. Conceptual frameworks: ecological modernization, risk society, treadmill of production. Environmental sociology and the critique of neoclassical economics. Introduction to environmental discourse and narrative framing. Communication and framing of “environmental crisis.” 2. Environmental Economics and Ecological Thought Market failures, externalities, and the valuation of nature. Sustainable development and critiques of growth. Communicating economic arguments: green growth vs. degrowth narratives. 3. Environmental Justice, Inequality, and Public Awareness Environmental justice and inequality. Environmental rights as human rights. Strategic communication for environmental movements and community empowerment. 4. Political Ecology, Economic Power, and Media Representation Resource extraction and global capitalism. Political ecology and environmental conflict. Media representations of environmental power dynamics and resource struggles. 5. Climate Change, Security, and Crisis Communication Climate change as a security and human rights issue. Ecological economics and systemic vulnerability. Risk communication and crisis management in environmental emergencies. Strategic communication in climate diplomacy, risk communication, and misinformation. Case studies: climate-induced migration, conflict, and misinformation. 6. Gender, Identity, and Environmental Narratives Gendered impacts of environmental degradation. Feminist perspectives on care, sustainability, and communication. Communicating gendered experiences and agency in environmental narratives. Storytelling, identity, and inclusive communication in environmental advocacy. 7. Communicating Power: Strategic Communication and Environmental Governance Public diplomacy and strategic communication in environmental policy. Framing and agenda-setting in media and institutional discourse. Role of NGOs, intergovernmental bodies, and activists in shaping narratives. Institutional communication: UN, EU campaigns. 8. Economic Transitions and the Politics of Messaging Green economy, circular economy, and degrowth debates. Political communication of sustainability policies and greenwashing critiques. Designing communication strategies for policy acceptance and behavioral change. 9. Integration: Case Studies and Future Scenarios Case studies: environmental conflict, misinformation, and governance (Ukraine, EU, Africa, Global South). Examples: post-war reconstruction and environment (Ukraine), Amazonian extraction, Arctic geopolitics. examMode Student performance will be evaluated through a combination of components, including: - Active participation and engagement in class discussions (40%); - - - Individual or group presentations on selected topics, case study analysis (20%); Submission of research papers, analytical essays (20%); A final examination. Final written paper or exam demonstrating theoretical understanding and analytical application (20%) books Required readings 1. Warsaw, Phillip. (2020). Ecological Economics and Environmental Sociology: A Social Power Structures Approach to Environmental Justice in Economic Systems. In The Cambridge Handbook of Environmental Sociology, Volume II, edited by Katharine Legun et al. Cambridge University Press. 2. Legun K, Keller JC, Carolan M, Bell MM, eds. The Cambridge Handbook of Environmental Sociology. Cambridge University Press; 2020. 3.Beck, Ulrich. (1992). Risk Society: Towards a New Modernity. Sage Publications. 4. Martinez-Alier, Joan. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Edward Elgar Publishing. 5. Daly, Herman E. (1996). Beyond Growth: The Economics of Sustainable Development. Beacon Press. 6. Moser, Susanne C., and Lisa Dilling (eds.). (2007). Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change. Cambridge University Press. Recommended readings 1. Raworth, Kate. (2017). Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist. Chelsea Green Publishing. 2. Nixon, Rob. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press. 3. Castells, Manuel. (2009). Communication Power. Oxford University Press. 4. Kallis, Giorgos. (2019). Limits: Why Malthus Was Wrong and Why Environmentalists Should Care. Stanford University Press. 5. Klein, Naomi. (2014). This Changes Everything: Capitalism vs. the Climate. Simon & Schuster. Language of instruction: English. The syllabus is subject to revision. The professor reserves the right to modify the schedule, assigned readings, and methods of assessment when deemed necessary to enhance the quality of learning. Students are expected to participate actively in class discussions and to engage thoughtfully and analytically with the course materials. For further inquiries or clarifications, please contact the instructor via email. bibliography Testi adottati 1. Warsaw, Phillip. (2020). Ecological Economics and Environmental Sociology: A Social Power Structures Approach to Environmental Justice in Economic Systems. In The Cambridge Handbook of Environmental Sociology, Volume II, edited by Katharine Legun et al. Cambridge University Press. 2. Legun K, Keller JC, Carolan M, Bell MM, eds. The Cambridge Handbook of Environmental Sociology. Cambridge University Press; 2020. 3.Beck, Ulrich. (1992). Risk Society: Towards a New Modernity. Sage Publications. 4. Martinez-Alier, Joan. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Edward Elgar Publishing. 5. Daly, Herman E. (1996). Beyond Growth: The Economics of Sustainable Development. Beacon Press. 6. Moser, Susanne C., and Lisa Dilling (eds.). (2007). Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change. Cambridge University Press. Bibliografia di riferimento 1. Raworth, Kate. (2017). Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist. Chelsea Green Publishing. 2. Nixon, Rob. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press. 3. Castells, Manuel. (2009). Communication Power. Oxford University Press. 4. Kallis, Giorgos. (2019). Limits: Why Malthus Was Wrong and Why Environmentalists Should Care. Stanford University Press. 5. Klein, Naomi. (2014). This Changes Everything: Capitalism vs. the Climate. Simon & Schuster. Lingua di insegnamento: Inglese. Il programma potrà subire modifiche. La docente si riserva il diritto di aggiornare il calendario, le letture e le modalità di valutazione al fine di migliorare la qualità dell’apprendimento.
BIOETHICS, AI ETHICS, AND ENVIRONMENTAL SUSTAINABILITY ANTOINE HARFOUCHE	Second Semester	6	AGR/06		Learning objectives Knowledge and understanding Graduates of the course will acquire rigorous scientific knowledge, advanced skills, and in-depth competencies in the foundational principles of bioethics and artificial intelligence (AI) ethics, with particular emphasis on their relationship to environmental sustainability. Students will develop a comprehensive understanding of the ethical and societal implications arising from the design, deployment, and regulation of biotechnological and AI systems, including the ethical challenges associated with their use in pursuit of sustainability objectives. The course provides a strong grounding in applied ethics, enabling students to critically examine real-world cases and emerging technologies. Through an interdisciplinary approach, students will gain the conceptual tools necessary to analyze core ethical principles (autonomy, justice, beneficence, non-maleficence, interpretability, and responsibility) and their application across interconnected domains at the intersection of science, technology, society, and sustainability, fostering informed and responsible decision-making. Applying knowledge and understanding Students will be able to translate theoretical knowledge into practical action and independently address complex ethical challenges in bioethics and AI ethics with relevance to sustainability. Through rigorous case studies and real-world scenarios, they will synthesize knowledge, apply ethical critical reasoning, and design robust decision-making frameworks, enabling them to evaluate, navigate, and implement ethically informed solutions across interdisciplinary contexts. Making judgements Students will be able to independently interpret and evaluate both foundational and applied knowledge in bioethics and AI ethics in sustainability. This capacity will be developed through practical activities, interactive exercises, and real-world case analyses, enabling students to exercise critical judgment, weigh ethical dilemmas, and make informed decisions in complex and interdisciplinary contexts. Communication skills Students will be able to communicate acquired and experiential knowledge, findings, and insights in bioethics, AI ethics, and sustainability with clarity, rigor, and analytical precision. This competence will be developed through presentations and interactive discussions during lectures and case study analyses, enabling students to convey complex ethical and scientific ideas, justify their reasoning, and engage effectively in interdisciplinary and professional contexts. Learning skills The course aims to foster students’ curiosity and motivation for continued in-depth learning in the fields of bioethics, AI ethics, and sustainability. Students will acquire research methods, decision-making tools, and critical thinking skills that enable them to independently expand and deepen their knowledge and competencies. This capacity will be developed through active participation in classroom discussions, debates, and case study analyses, promoting reflective learning and the ability to engage in ongoing professional and scholarly development. Teacher's Profile
121233 - FINAL EXAM	Second Semester	10
121243 - HISTORY OF FOREIGN POLITICS AND EUROPEAN SECURITY	-	6	-	-	Learning objectives Knowledge and understanding Knowledge of the history of the integration process and the evolution of the European Union's foreign and defense policy from the Maastricht Treaty to the Lisbon Treaty, up to the current international context and the public debate on the EU'srole in the global world. Applying knowledge and understanding Ability to navigate bibliographical, archival, printed, and audiovisual sources regarding the history of the integration process and European foreign and security policy, including an interdisciplinary focus on international and EU law. Making judgements Pay attention to the historiographical discussion on the role of the European Union in the Cold War era and to the public debate on EU foreign and security policy in the current international context. Communication skills Ability to write scientific texts and analytical reports on topics related to the course and to present the results of one’s in-depth work in the classroom and in a public context. Learning skills The primary objective is to spark students’ interest in the subject and in further study, while recognizing the limitations and potential of the European Union’s foreign and security policy in the current international landscape.
HISTORY OF FOREIGN POLITICS AND EUROPEAN SECURITY SANTE CRUCIANI	Second Semester	3	SPS/06		Learning objectives Knowledge and understanding Knowledge of the history of the integration process and the evolution of the European Union's foreign and defense policy from the Maastricht Treaty to the Lisbon Treaty, up to the current international context and the public debate on the EU's role in the global world. Applying knowledge and understanding Ability to navigate bibliographical, archival, printed, and audiovisual sources regarding the history of the integration process and European foreign and security policy, including an interdisciplinary focus on international and EU law. Making judgements Pay attention to the historiographical discussion on the role of the European Union in the Cold War era and to the public debate on EU foreign and security policy in the current international context. Communication skills Ability to write scientific texts and analytical reports on topics related to the course and to present the results of one’s in-depth work in the classroom and in a public context. Learning skills The primary objective is to spark students’ interest in the subject and in further study, while recognizing the limitations and potential of the European Union’s foreign and security policy in the current international landscape. Teacher's Profile Teacher's Profile
HISTORY OF FOREIGN POLITICS AND EUROPEAN SECURITY SANTE CRUCIANI	Second Semester	3	SPS/06		Learning objectives Knowledge and understanding Knowledge of the history of the integration process and the evolution of the European Union's foreign and defense policy from the Maastricht Treaty to the Lisbon Treaty, up to the current international context and the public debate on the EU's role in the global world. Applying knowledge and understanding Ability to navigate bibliographical, archival, printed, and audiovisual sources regarding the history of the integration process and European foreign and security policy, including an interdisciplinary focus on international and EU law. Making judgements Pay attention to the historiographical discussion on the role of the European Union in the Cold War era and to the public debate on EU foreign and security policy in the current international context. Communication skills Ability to write scientific texts and analytical reports on topics related to the course and to present the results of one’s in-depth work in the classroom and in a public context. Learning skills The primary objective is to spark students’ interest in the subject and in further study, while recognizing the limitations and potential of the European Union’s foreign and security policy in the current international landscape. Teacher's Profile Teacher's Profile
ELECTIVE COURSES	-	-	-	-
ELECTIVE COURSES	Second Semester	6
ELECTIVE COURSES	Second Semester	12
ELECTIVE COURSES	Second Semester	6

Learning objectives

1) Knowledge and understanding: with the support of advanced textbooks and material
distributed and analysed during lessons, gain knowledge of some of the most significant
historical and philosophical turning points impacting the freedom/security nexus.
2) Applied knowledge and understanding: devise and support arguments on the main
historical and philosophical developments of the freedom/security dichotomy between the
Middle Ages and Modernity in Europe and America.
3) Making judgment: collect and interpret relevant data on the different cultures of freedom
that each historical context examined has developed over time in relation to the needs of
individual and collective security, with particular attention to the legal specificity underlying each
of these cultures.
4) Communication skills: communicating information, ideas, doubts, problems, and possible
solutions to the numerous challenges and unknowns that our globalized and digitized present has
inherited from the different historical-philosophical cultures on the freedom/security nexus.
5) Learning skills: Having developed, in the specific historical-legal field, the skills necessary to
undertake further studies and in-depth analysis with a high degree of autonomy.

Learning objectives

The course focuses on the aspects of digital evidence that may be incompatible with individual human rights guarantees (in both the domestic, and EU law, and not EU law), such as privacy and social relationships, focusing on civil procedural law. The course further aims at providing practical knowledge for the acquisition of digital evidence in compliance with human rights.

Knowledge and Understanding
At the end of the course students are expected to have acquired full knowledge and understanding of the framework of issues relating to digital evidence and their interaction with individual human rights guarantees, at the different legal system in which their protection is articulated.

Applying knowledge and understanding
At the end of the course students are expected on one side to have acquired the skills to interpret the digital evidence law sources and to make links between the relevant institutions and on the other side to have acquired the understanding of the doctrinal and jurisprudential opinions on the main issues in digital evidence. With reference to this learning objective, supplementary didactics and directed studies will be provided.

Making judgements
At the end of the course students are expected to have acquired both skills of making judgements about the application of the main procedural and substantive institutions involved in the taking of evidence, in the different legal systems analysed. With reference to this learning objective, supplementary didactics and directed study will be provided.

Communication skills
At the end of the course students are expected to be able to communicate the acquired knowledges using the specific language so as to be understood also by specialized counterparties and consultants.

Learning skills
At the end of the course students are expected to be able to carry on with digital evidence studies and to orientate themselves also dealing with the changing of civil procedure rules.

Teacher's Profile

courseProgram

examMode

Attending-students:

The assessment is by written exam: 16 multiple-choice questions and 2 short essay questions

Not-attending-students:

The assessment is by orale exam. The knowledge of the main subjects is verified through general questions. In answering, the student must be able to show an adequate knowledge of the basic principles and main subjects, as well as understanding the purposes of the legal regulation. The student must show the ability to understand the rational of principles and legal regulation, demonstrating her/his/ own arguing and reasoning skills.

books

For attendig students, the lecture course is based on relevant part of hand-books, articles and law cases. The relevant material will be specified at the beginning of the lectures.

For non-attending students, the reference material is as follows:
- Shamsollah Shaliga, Tayyeb Arefnia, Mehdi Mohammadian Amiri, Applications of Artificial Intelligence in the Production and Use of Digital Documents and Electronic Evidence as Proof in Civil and Criminal Litigation, in Legal Studies in Digital Age, Vol. 3, No. 2, 2024, 10 ss.;
Peter Sommer, Certification, registration and assessment of digital forensic experts: The UK experience, in Digital Investigation, 8, 2011, 98 ss.;
- Kenneth J. Withers, Computer-Based Discovery in Federal Civil Litigation, in in the Federal Courts Law Review at
www.fedjudge.org;
- Karolina Aksamitowska, Digital Evidence in Domestic Core International Crimes Prosecutions, in Journal of International Criminal Justice 19 (2021), 189 ss.;
- Matthew Gillett, Wallace Fan, Expert Evidence and Digital Open Source Information, in Journal of International Criminal Justice 21 (2023), 661 ss.;
- Elena Alina Onţanu, Normalising the use of electronic evidence: Bringing technology use into a familiar normative path in civil procedure, in OÑATI SOCIO-LEGAL SERIES VOLUME 12, ISSUE 3 (2022), 582 ss.;
- Hock Lai, "The Legal Concept of Evidence", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/win2021/entries/evidence-legal/>;
- Adam Juszczak, Elisa Sason, The Use of Electronic Evidence in the European Area of Freedom, Security, and Justice, in https://eucrim.eu/articles/the-use-of-electronic-evidence-in-the-european-area-of-freedom-security-and-justice/#:~:text=With%20its%20new%20e%2Devidence,principle%2C%20the%20need%20to%20involve.

classRoomMode

The course is structured in lectures, which are also held remotely. Supplementary lectures are also provided, during which clarifications are offered on the more complex issues raised by the use of digital tools in the taking of evidence.

bibliography

For attending students, the bibliography will be established at the beginning of the course.

For non-attending students, the reference bibliography is as follows:
- Rebecca A. Delfino, Deepfakes on Trial: A Call To Expand the Trial Judge's Gatekeeping Role To Protect Legal Proceedings from Technological Fakery, 74 Hastings L.J. 293;
- Andrew Guthrie Ferguson, Digital Habit Evidence, 72 Duke L.J. 724;
- European Committee on Legal Co-Operation (CDCJ), The Use Of Electronic Evidence in Civil And Administative Law Proceedings And its Effect on The Rules Of Evidence And Modes Of Proof, 26 July 2016;
- Daniel Brantes, Digital Evidence: The Admissibility of Leaked and Hacked Evidence in Arbitration Proceedings, International Journal Semiotics Law Revue internationale Sémiotique juridique, May 2023;
- Maria Angela Biasiotti, Mattia Epifani, Fabrizio Turchi, The Evidence Project: Bridging the Gap in The Exchange Of Digital Evidence Across Europe, Proceedings of 10th Intl. Conference on Systematic Approaches to Digital Forensic Engineering;
- European e-Justice Portale, Taking of Evidence – Italy;
- ICO, Overview of the General Data Protection Regulation (GDPR);
- Jessica Shurson, Data protection and law enforcement access to digital evidence: resolving the reciprocal conflicts between EU and US law, International Journal of Law and Information Technology, 2020, 28, 167–18.

Learning objectives

The course offers an overview of the development of the European Area of Freedom, Security and Justice, discussing its fundamental principles. Particular attention will be devoted to the study of European sources safeguarding human rights in criminal proceedings.
The interplay and conflict between human rights and security, particularly at the investigative stage, will emerge through the direct analysis of concrete cases and the study of the main issues underlying the EU Directives on procedural safeguards in criminal proceedings.
1. Knowledge and understanding
By the end of the course, students will have gained an in-depth understanding of the development of the European Area of Freedom, Security and Justice, with particular focus on its fundamental principles and on the role of European sources in safeguarding human rights in criminal proceedings. They will also understand the functioning and powers of the main European Courts, as well as the interactions between the European Union and the Council of Europe systems.
2. Applying knowledge and understanding
Students will be able to apply the acquired knowledge to the analysis of concrete cases in European criminal law, assessing the practical implications of EU Directives on procedural rights and of key decisions of the Court of Justice of the European Union and the European Court of Human Rights. Through group work and presentations, they will develop the ability to interpret legal norms and judgments in complex contexts, identifying reasoned and coherent solutions.
3. Making judgments
The course will foster critical thinking and independent judgment in analyzing the interplay between human rights and security, especially during the investigative stage of criminal proceedings. Students will be encouraged to formulate independent evaluations on the effectiveness and limitations of fundamental rights protection within the European multilevel system.
4. Communication Skills
Through oral presentations and case discussions, students will develop advanced legal communication skills, learning to present and defend complex legal arguments clearly, rigorously, and coherently.
5. Learning skills
Students will acquire methodological tools for the independent analysis of European and international legal texts, developing the ability to keep up to date with the evolution of European criminal law case-law and legislation. The preparation of a final glossary of key terms will help consolidate an appropriate legal vocabulary.

Teacher's Profile

courseProgram

First part: the European legal framework for the protection of human rights in criminal proceedings
1. Introduction: what is criminal law? What is criminal procedure? How are they connected to rights and security? The issues of globalization in the criminal context and of trans-national crime
2. Council of Europe system, the European Convention on Human Rights (ECHR) and the European Court of Human Rights (ECtHR)
3. European Union (EU) system, the Court of Justice of the EU (CJEU), the Area of Freedom, Security and Justice (AFSJ)
4. EU Criminal Procedure. European Arrest Warrant (EAW) and European Investigation Order (EIO)
5. Comparison and connections between systems, Courts and types of judgments. The right to a fair trial in Art. 6 ECHR and the Directives on procedural safeguards in criminal proceedings
Second part: human rights in criminal proceedings
6. Prohibition of torture: Case-study workshop trial - ECtHR, 1 June 2010, Gäfgen v. Germany
7. The right of access to a lawyer (Directive 2013/48/EU) - Case-study workshop trial (ECtHR, Salduz and ECtHR, Ibrahim)
8. Presumption of innocence and the right against self-incrimination (Directive 2016/343/EU)
9. Right to respect for private and family life
10. Right to interpretation and translation
11. Right to information and participation at criminal trials
12. Rights of victims: Directive 2012/29/EU and the restorative justice challenge
Third part: case-study workshops and summary of the course
13. Case-study workshop: CJEU, 12 December 2019, JR and YC (EAW); CJEU, 8 December 2020, A and Others (EIO)
14. Case-study workshop: ECtHR, 30 December 2014, Georgiev v. Bulgaria; ECtHR, 23 August 2019, Kanciał v. Poland (prohibition of torture)
15. Case-study workshop: ECtHR, 25 February 1993, Funke v. France; ECtHR, 17 December 1996, Saunders v. United Kingdom (presumption of innocence)
16. Case-study workshop: CJEU, 2 October 2018, Ministerio Fiscal (right to respect for private and family life)
17. Case-study workshop: CJEU, 15 October 2015, Covaci; CJEU, 5 June 2018, Kolev (rights to interpretation, translation, information)
18. Summary of the cases and glossary

examMode

The final grade is given on the basis of an oral test, in-class presentations during workshops and active participation in class.

books

The Cambridge Companion to European Criminal Law, ed. by K. Ambos and P. Rackow, Cambridge University Press, 2023, Chapters 1, 2, 3, 5 and 10;
G. Illuminati, General Principles of Criminal Procedures, in Elgar Encyclopedia of Crime and Criminal Justice, Elgar Publishing, 2023

classRoomMode

Attendance is not mandatory, but different exam methods are provided for attending students (those who have attended at least about 75% of the classes) and non-attending students.

bibliography

AA.VV., Manuale di procedura penale europea, a cura di R.E. KOSTORIS, VI ed., Giuffrè, 2025
AA.VV., Research Handbook on EU Criminal Law, a cura di V. MITSILEGAS-M. BERGSTRÖM-T. QUINTEL, II ed., Edward Elgar, 2024
AA.VV., Sfide attuali e tendenze future del diritto processuale penale europeo, a cura di L. BERNARDINI-C. DE CARO, Giappichelli, 2025

Learning objectives

The course aims to provide students with the basics of social rights and workers' rights in the European Union. Particular attention will be dedicated to general principles and second-level legislation.
At the end of the course, students will therefore be required to demonstrate that they have:
• Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the European regulatory sources governing the subject.
• Ability to apply knowledge and understanding: students must be able to rework the topics covered during the course in order to apply the knowledge acquired to identify possible solutions to problems arising from the rapid evolution of European labor law.
• Independent judgment: students must be able to evaluate practical cases in order to integrate the knowledge acquired and formulate judgments.
• Communication skills: students must be able to clearly explain the concepts learned and must be able to use the technical language of the subject correctly.
• Learning skills: students must demonstrate that they have developed learning skills that enable them to keep up to date through the study of European case law.

Teacher's Profile

courseProgram

The course Borders of social and labor rights in the EU introduces the history of social rights in the European Union, focusing in particular on workers' rights through an analysis of the fundamental principles and secondary legislation

Module I

Introduction to the history of social rights and workers' rights in the European Union
Introduction to the general principles governing the free movement of workers in the European Union
Analysis of European legislation on the free movement of workers: the difference between workers and citizens
Analysis of European case law on the free movement of workers in the European Union: practical cases
Module II

Directives on flexible working: fixed-term contracts, posting:
The Working Time Directive
The Adequate Minimum Wage Directive
Directives on anti-discrimination law
Analysis of European case law

examMode

The assessment can be written or oral.
The written assessment includes multiple-choice questions and open-ended questions.
The assessment is expressed as a mark out of 30.
The test is considered passed with a mark of at least 18/30. In the case of a maximum mark (30/30), honors may be awarded.

The grade is awarded based on the following criteria:  knowledge and understanding of the course content; ability to communicate knowledge using specialized vocabulary; application of knowledge and, where possible, of the skills acquired; ability to formulate independent judgments based on evidence.

books

Guide to European Labour Law, Author: Prof. dr. Antoine T.J.M. Jacobs, 2022, open access online

M. Weiss, Introduction to European Labour Law, open access online

The attending students can deepen their knowledge of the topics covered with a reading list, which also includes European regulations

classRoomMode

Attendance is expected to be 70%.
It is also possible to attend remotely.

Learning objectives

Knowledge and understanding
The course provides an in-depth historical understanding of migration processes in Europe from the post-war period to the present. Students will acquire knowledge of the evolution of reception, integration and citizenship policies, border management, and the development of European and national institutional frameworks.
Attention is also devoted to public narratives, media representations, and the use of archival, institutional and audiovisual sources.
Applying knowledge and understanding
Students will acquire the ability to:
– identify, interpret and critically use historical sources, institutional documents, legal texts and materials produced by international organisations;
– apply analytical concepts to understand the historical, political and social dimensions of migration;
– compare migration and integration policies across different European states and the EU, assessing patterns of divergence and convergence.

Making judgements
The course enhances the ability to critically evaluate migration policy-making, the evolution of institutional responses, and the cultural or media constructions surrounding migration.
Students are encouraged to assess policy impacts on host societies and on the rights, trajectories and experiences of migrants.
Communication skills
Students will develop the ability to:
– present oral and written analyses on European migration and integration policies;
– synthesise complex information and articulate coherent arguments;
– use appropriate terminology from contemporary history, public policy analysis and institutional communication.
Learning skills
The course aims to promote autonomous and critical learning, encouraging students to link historical knowledge with present-day debates.
Students will be supported in developing the ability to engage independently with sources, research materials and international documentation for future study.

Teacher's Profile

Learning objectives

D1 - Knowledge and understanding
The main learning objective is to provide students, through a critical approach, with the acquisition of a sound knowledge of the most relevant topics, categories and authors of legal philosophy relating to citizenship. Through the knowledge acquired, students will be able to develop a specific sensitiveness to the interpretation of “citizenship” within legal philosophy, bearing in mind both fundamental legal notions and its development in relation to subjects and contexts
D2 - Applying knowledge and understanding
At the end of the course, students will be able to interpret the main theories of citizenship and apply them to contemporary cases in a variety of contexts, by understanding their implications in concrete cases from a perspective of “law in action”

D3 - Making judgements
By the end of the course, students will be able to autonomously elaborate the acquired notions, as well as to develop critical judgement skills, through the examination of key concepts of legal-philosophical reflection related to citizenship

D4 - Communication skills
By the end of the course, students will have developed terminological accuracy related to the legal and philosophical notions and the ability to communicate in English in public, in particular, having learned to present the acquired knowledge (referred to in points D1 and D2) with an appropriate language. By learning the notions of theoretical and legal-philosophical language, students will be able to communicate content of specific meaning in the legal field
D5 - Learning skills
By the end of the course, students will have acquired the ability to develop arguments suitable for supporting theses on the topics covered within the course and to acquire the proper instruments for an autonomous and adequate updating

Learning objectives

Teacher's Profile

courseProgram

The module aims to introduce and discuss the main theories of citizenship developed in philosophical-legal thought and related models of citizenship as a set of rights, responsibilities and practices. First, the module will cover the main theories developed in the European tradition and discuss their potential and challenges in relation to rights in the contemporary world. It will then explore some often neglected approaches to citizenship, such as postcolonial and feminist ones. Finally, it will conclude with some references to the current debate on the new frontiers of citizenship, namely digital citizenship and post-humanism.
After an introduction to republican, liberal and communitarian models of citizenship, the following topics will be addressed: 1) Universalist and differential theories: Multicultural citizenship; 2) From cosmopolitanism to globalism; 3) Material and symbolic borders and critical migration theory; 4) Post/neocolonial epistemologies; 5) Feminist and intersectional perspectives on citizenship; 6) Offline and digital citizenship; 7) Posthumanism: Citizenship in the Anthropocene

examMode

The final exam will consist in an oral examination and will cover the contents of both modules, starting from general questions to more specific and detailed ones.
Students who attend classes may alternatively take the exam in written form, consisting of open-ended and multiple-choice questions.

Assessment levels
The student’s ability to develop an organic and critical vision of the topics covered, the ability to work autonomously and the use of a precise and rigorous language will lead to an assessment of excellence.
The ability to summarise and analyse in depth and/or a correct, but not always rigorous, language will lead to fair marks.
Gaps in preparation and/or the use of inadequate language, even if there is a basic knowledge of the examination material, will result in assessments that do not exceed the pass mark.
Gaps in preparation, such as having omitted some of the texts included in the programme, the use of inadequate language and the inability to orient oneself effectively in the course material, will not be taken into account positively for assessment purposes.

books

To prepare for the exam, students are recommended to study the educational material listed in the section “Bibliografia di riferimento” (below)

classRoomMode

Attendance is not mandatory. However, it is highly recommended as the classes are designed to ensure student interaction and active participation.

Learning objectives

Teacher's Profile

courseProgram

The module aims to introduce and critically examine key theories of citizenship developed within legal philosophy from a diachronic perspective, as well as the corresponding models of citizenship understood as a constellation of rights, responsibilities, and practices. In doing so, the course seeks to equip students with the analytical tools necessary to critically engage with the political and social implications of both historical and emerging conceptions of citizenship across a range of national, transnational, and global contexts.
The module will first explore the principal theories developed within the European intellectual tradition, assessing their strengths and limitations, particularly in relation to contemporary questions of rights entitlement. It will then turn to often overlooked perspectives on citizenship, including postcolonial and feminist approaches. Finally, it will address current debates on the evolving frontiers of citizenship, such as digital citizenship and posthumanism.
In addition, the module will provide students with the opportunity to examine how these theoretical frameworks have been translated into legal and policy instruments, as well as into social practices across different contexts. Attention will be devoted to the sites and processes through which citizenship is produced and reproduced – such as border crossings, voting, marriage, access to civil, cultural, and social rights, digital access, and so-called “intergenerational rights”. In a world increasingly shaped by transnational mobility and global connectivity, this approach will enable students to connect theoretical insights from legal philosophy with their practical manifestations across time and space.
After an introduction to republican, liberal and communitarian models of citizenship, the following topics will be addressed: 1) Material and symbolic borders: citizens, aliens, residents, and denizens; 2) Postcolonial citizenship; 3) Multicultural societies and non-discrimination law; 4) Feminist and intersectional perspectives and rights; 5) Vulnerable groups and (political) participation: Focus on disability, age and homelessness; 6) Who are the citizens of the digital world? 7) Citizenship in the Anthropocene

examMode

The exam will be oral and, as regards Module II, will focus on the content of the teaching materials and the assigned readings, proceeding from more general questions to more specific ones.

Students who attend classes may alternatively take the exam in written form, consisting of open-ended and multiple-choice questions.

Assessment levels
The student’s ability to develop an organic and critical vision of the topics covered, the ability to work autonomously and the use of a precise and rigorous language will lead to an assessment of excellence.
The ability to summarise and analyse in depth and/or a correct, but not always rigorous, language will lead to fair marks.
Gaps in preparation and/or the use of inadequate language, even if there is a basic knowledge of the examination material, will result in assessments that do not exceed the pass mark.
Gaps in preparation, such as having omitted some of the texts included in the programme, the use of inadequate language and the inability to orient oneself effectively in the course material, will not be taken into account positively for assessment purposes.

books

To prepare for the exam, students are recommended to study the educational material listed in the section “Bibliografia di riferimento” (below)

classRoomMode

Attendance is not mandatory. However, it is highly recommended as the classes are designed to ensure student interaction and active participation.

Students who attend classes may alternatively take the exam in written form, consisting of open-ended and multiple-choice questions.

Learning objectives

1) Knowledge and understanding
Upon successful completion of the course, students will be able to:
Demonstrate a comprehensive understanding of key theories and debates in Environmental Sociology, Ecological Economics, and Political Ecology.
Explain the interconnections between social systems, economic structures, and environmental processes.
Identify how power relations, inequality, and communication shape environmental issues and their governance.
Recognize the implications of environmental change for security, human rights, and social justice.
2) Applying knowledge and understanding
Students will be able to:
Apply sociological and economic frameworks to analyze real-world environmental problems and conflicts.
Employ theoretical and analytical tools to evaluate sustainability policies, economic transitions, and communication strategies.
Develop integrative analyses that connect local and global case studies of environmental governance and justice.
Use strategic communication methods to design effective advocacy and policy-oriented responses to environmental challenges.
3) Making judgements
Students will learn to:
Critically assess economic, political, and communicative narratives about environmental change and sustainability.
Identify ethical and justice dimensions in environmental policies and governance frameworks.
Form independent, evidence-based judgements about the social and economic causes and consequences of environmental degradation.
Evaluate competing paradigms of growth, sustainability, and transition from a rights- based and justice-oriented perspective.

4) Communication skills
Students will acquire the ability to:
Present sociological and economic arguments clearly and persuasively in both oral and written forms.
Engage in informed debates about environmental issues, policy, and communication practices.
Translate academic insights into policy briefs, media messages, and advocacy materials.
Collaborate effectively in group discussions, presentations, and research projects.
5) Learning skills
By the end of the course, students will be able to:
Work autonomously and collaboratively in research and problem-solving related to environmental issues.
Integrate interdisciplinary knowledge from sociology, economics, and communication studies.
Critically read and synthesize academic and policy sources.
Continue independent learning in areas of environmental governance and strategic communication.

Teacher's Profile

courseProgram

This course explores how environmental issues are shaped by social structures, economic systems, and power relations. It examines the socio-economic drivers of environmental degradation, their implications for security and human rights, and the possibilities for sustainable and just transitions. Through interdisciplinary perspectives, students will engage with theories of environmental sociology, ecological economics, and political ecology, analyzing global and local cases of environmental conflict, inequality, and governance. Through a focus on strategic communication, students learn how ideas about nature, economy, and justice are framed, contested, and mobilized across public, institutional, and policy domains. Learning Outcomes By the end of the course, students will be able to: • Analyze environmental issues through sociological and economic lenses. • Understand the connections between environmental degradation, social inequality, and security. • Evaluate policy frameworks and economic mechanisms addressing environmental and climate challenges. • Assess how environmental changes impact human rights and social justice. • Apply sociological and economic theories to case studies of environmental conflict and governance. • Explain core theories and approaches in Environmental Sociology and Ecological Economics. • Evaluate the role of communication and media in shaping environmental discourse and policy. • Analyze how communication influences public perception, policy, and behavior regarding environmental issues. • Evaluate economic and media frameworks shaping environmental governance. • Apply strategic communication approaches to promote environmental justice and sustainability. • Connect environmental issues with questions of human rights, security, and global governance. • Integrate sociological, economic, and communicative perspectives into justice-oriented environmental analysis. 1. Society, Economy, and Ecology in the Age of Crisis Interdependence between ecology, society, and economy. Interconnections between environmental, social, and economic systems. Conceptual frameworks: ecological modernization, risk society, treadmill of production. Environmental sociology and the critique of neoclassical economics. Introduction to environmental discourse and narrative framing. Communication and framing of “environmental crisis.” 2. Environmental Economics and Ecological Thought Market failures, externalities, and the valuation of nature. Sustainable development and critiques of growth. Communicating economic arguments: green growth vs. degrowth narratives. 3. Environmental Justice, Inequality, and Public Awareness Environmental justice and inequality. Environmental rights as human rights. Strategic communication for environmental movements and community empowerment. 4. Political Ecology, Economic Power, and Media Representation Resource extraction and global capitalism. Political ecology and environmental conflict. Media representations of environmental power dynamics and resource struggles. 5. Climate Change, Security, and Crisis Communication Climate change as a security and human rights issue. Ecological economics and systemic vulnerability. Risk communication and crisis management in environmental emergencies. Strategic communication in climate diplomacy, risk communication, and misinformation. Case studies: climate-induced migration, conflict, and misinformation. 6. Gender, Identity, and Environmental Narratives Gendered impacts of environmental degradation. Feminist perspectives on care, sustainability, and communication. Communicating gendered experiences and agency in environmental narratives. Storytelling, identity, and inclusive communication in environmental advocacy. 7. Communicating Power: Strategic Communication and Environmental Governance Public diplomacy and strategic communication in environmental policy. Framing and agenda-setting in media and institutional discourse. Role of NGOs, intergovernmental bodies, and activists in shaping narratives. Institutional communication: UN, EU campaigns. 8. Economic Transitions and the Politics of Messaging Green economy, circular economy, and degrowth debates. Political communication of sustainability policies and greenwashing critiques. Designing communication strategies for policy acceptance and behavioral change. 9. Integration: Case Studies and Future Scenarios Case studies: environmental conflict, misinformation, and governance (Ukraine, EU, Africa, Global South). Examples: post-war reconstruction and environment (Ukraine), Amazonian extraction, Arctic geopolitics.

examMode

Student performance will be evaluated through a combination of components, including: - Active participation and engagement in class discussions (40%); - - - Individual or group presentations on selected topics, case study analysis (20%); Submission of research papers, analytical essays (20%); A final examination. Final written paper or exam demonstrating theoretical understanding and analytical application (20%)

books

Required readings 1. Warsaw, Phillip. (2020). Ecological Economics and Environmental Sociology: A Social Power Structures Approach to Environmental Justice in Economic Systems. In The Cambridge Handbook of Environmental Sociology, Volume II, edited by Katharine Legun et al. Cambridge University Press. 2. Legun K, Keller JC, Carolan M, Bell MM, eds. The Cambridge Handbook of Environmental Sociology. Cambridge University Press; 2020. 3.Beck, Ulrich. (1992). Risk Society: Towards a New Modernity. Sage Publications. 4. Martinez-Alier, Joan. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Edward Elgar Publishing. 5. Daly, Herman E. (1996). Beyond Growth: The Economics of Sustainable Development. Beacon Press. 6. Moser, Susanne C., and Lisa Dilling (eds.). (2007). Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change. Cambridge University Press. Recommended readings 1. Raworth, Kate. (2017). Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist. Chelsea Green Publishing. 2. Nixon, Rob. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press. 3. Castells, Manuel. (2009). Communication Power. Oxford University Press. 4. Kallis, Giorgos. (2019). Limits: Why Malthus Was Wrong and Why Environmentalists Should Care. Stanford University Press. 5. Klein, Naomi. (2014). This Changes Everything: Capitalism vs. the Climate. Simon & Schuster. Language of instruction: English. The syllabus is subject to revision. The professor reserves the right to modify the schedule, assigned readings, and methods of assessment when deemed necessary to enhance the quality of learning. Students are expected to participate actively in class discussions and to engage thoughtfully and analytically with the course materials. For further inquiries or clarifications, please contact the instructor via email.

bibliography

Testi adottati 1. Warsaw, Phillip. (2020). Ecological Economics and Environmental Sociology: A Social Power Structures Approach to Environmental Justice in Economic Systems. In The Cambridge Handbook of Environmental Sociology, Volume II, edited by Katharine Legun et al. Cambridge University Press. 2. Legun K, Keller JC, Carolan M, Bell MM, eds. The Cambridge Handbook of Environmental Sociology. Cambridge University Press; 2020. 3.Beck, Ulrich. (1992). Risk Society: Towards a New Modernity. Sage Publications. 4. Martinez-Alier, Joan. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Edward Elgar Publishing. 5. Daly, Herman E. (1996). Beyond Growth: The Economics of Sustainable Development. Beacon Press. 6. Moser, Susanne C., and Lisa Dilling (eds.). (2007). Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change. Cambridge University Press. Bibliografia di riferimento 1. Raworth, Kate. (2017). Doughnut Economics: Seven Ways to Think Like a 21st-Century Economist. Chelsea Green Publishing. 2. Nixon, Rob. (2011). Slow Violence and the Environmentalism of the Poor. Harvard University Press. 3. Castells, Manuel. (2009). Communication Power. Oxford University Press. 4. Kallis, Giorgos. (2019). Limits: Why Malthus Was Wrong and Why Environmentalists Should Care. Stanford University Press. 5. Klein, Naomi. (2014). This Changes Everything: Capitalism vs. the Climate. Simon & Schuster. Lingua di insegnamento: Inglese. Il programma potrà subire modifiche. La docente si riserva il diritto di aggiornare il calendario, le letture e le modalità di valutazione al fine di migliorare la qualità dell’apprendimento.

Learning objectives

Knowledge and understanding
Graduates of the course will acquire rigorous scientific knowledge, advanced skills, and in-depth competencies in the foundational principles of bioethics and artificial intelligence (AI) ethics, with particular emphasis on their relationship to environmental sustainability. Students will develop a comprehensive understanding of the ethical and societal implications arising from the design, deployment, and regulation of biotechnological and AI systems, including the ethical challenges associated with their use in pursuit of sustainability objectives.
The course provides a strong grounding in applied ethics, enabling students to critically examine real-world cases and emerging technologies. Through an interdisciplinary approach, students will gain the conceptual tools necessary to analyze core ethical principles (autonomy, justice, beneficence, non-maleficence, interpretability, and responsibility) and their application across interconnected domains at the intersection of science, technology, society, and sustainability, fostering informed and responsible
decision-making.
Applying knowledge and understanding
Students will be able to translate theoretical knowledge into practical action and independently address complex ethical challenges in bioethics and AI ethics with relevance to sustainability. Through rigorous case studies and real-world scenarios, they will synthesize knowledge, apply ethical critical reasoning, and design robust decision-making frameworks, enabling them to evaluate, navigate, and implement ethically informed solutions across interdisciplinary contexts.
Making judgements
Students will be able to independently interpret and evaluate both foundational and applied knowledge in bioethics and AI ethics in sustainability. This capacity will be developed through practical activities, interactive exercises, and real-world case analyses, enabling students to exercise critical judgment, weigh ethical dilemmas, and make informed decisions in complex and interdisciplinary contexts.
Communication skills
Students will be able to communicate acquired and experiential knowledge, findings, and insights in bioethics, AI ethics, and sustainability with clarity, rigor, and analytical precision. This competence will be developed through presentations and interactive discussions during lectures and case study analyses, enabling students to convey complex ethical and scientific ideas, justify their reasoning, and engage effectively in interdisciplinary and professional contexts.
Learning skills
The course aims to foster students’ curiosity and motivation for continued in-depth learning in the fields of bioethics, AI ethics, and sustainability. Students will acquire research methods, decision-making tools, and critical thinking skills that enable them to independently expand and deepen their knowledge and competencies. This capacity will be developed through active participation in classroom discussions, debates, and case study analyses, promoting reflective learning and the ability to engage in
ongoing professional and scholarly development.

Teacher's Profile

CHOICE GROUPS	YEAR/SEMESTER	CFU	SSD	LANGUAGE
ONE SUBJECT OF YOUR CHOICE FROM: SUSTAINABILITY AND GLOBAL THREATS, DIGITAL EVIDENCE AND HUMAN RIGHTS, HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATION	-	6	-	-
121183 - SUSTAINABILITY AND GLOBAL THREATS	First Year / First Semester	3	GSPS-03/B
121184 - DIGITAL EVIDENCE AND HUMAN RIGHTS GINA GIOIA	First Year / First Semester	6	GIUR-12/A
121185 - HUMAN RIGHTS AND SECURITY IN EU CRIMINAL INVESTIGATIONS FRANCESCO SANVITALE	First Year / Second Semester	6	GIUR-13/A
ELECTIVE COURSES	-	12	-	-
119164 - ELECTIVE COURSES	Second Year / Second Semester	6
119158 - ELECTIVE COURSES	Second Year / Second Semester	12
119165 - ELECTIVE COURSES	Second Year / Second Semester	6
ONE SUBJECT OF YOUR CHOICE FROM: BORDERS OF SOCIAL LABOUR RIGHTS IN EUROPE, MIGRATION AND INTEGRATION POLICIES IN POST - WAR EUROPE, HISTORY AND PHILOSOPHY OF CITIZENSHIP	-	6	-	-
121247 - BORDERS OF SOCIAL AND LABOUR RIGHTS IN EUROPE MICAELA VITALETTI	Second Year / Second Semester	6	IUS/07
121249 - MIGRATION AND INTEGRATION POLICIES IN POST - WAR EUROPE AGNESE BERTOLOTTI	Second Year / Second Semester	6	M-STO/04
121248 - HISTORY AND PHILOSOPHY OF CITIZENSHIP	-	6	-	-
121248_1 - HISTORY AND PHILOSOPHY OF CITIZENSHIP ALBERTO SPINOSA	Second Year / Second Semester	3	IUS/19
121248_2 - HISTORY AND PHILOSOPHY OF CITIZENSHIP BARBARA GIOVANNA BELLO	Second Year / Second Semester	3	IUS/20
ONONE SUBJECT OF YOUR CHOICE FROM: SOCIOLOGY AND ECONOMICS OF ENVIRONMENT, BIOETHICS AI ETHICS AND ENVIRONMENTAL SUSTAINABILITY	-	6	-	-
121230 - SOCIOLOGY AND ECONOMICS OF ENVIRONMENT NOSOVA BOGDANA	Second Year / Second Semester	6	SPS/07
121231 - BIOETHICS, AI ETHICS, AND ENVIRONMENTAL SUSTAINABILITY ANTOINE HARFOUCHE	Second Year / Second Semester	6	AGR/06

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