C9603 - SOCIAL PERCEPTION

Learning outcomes

Students will understand how psychological and sociocultural factors affect public risk perception. They will acquire theoretical and practical expertise of material flow analysis (MFA) techniques for the sustainable management of chemicals. They will gain knowledge about the social and economic aspects to be considered in the sustainable management of chemcials. The student will be able to: 1. Examine the main methods and tools in human error and human reliability assessment; 2. Understand and apply material flow analysis (MFA) techniques; 3. Understand social and economic sustainability concepts and how they affect the sustainable management of chemicals

Course contents

The course examines how individuals, groups, and institutions perceive, interpret, communicate, and respond to chemical and technological risks. It combines perspectives from risk psychology, human factors and ergonomics, safety science, and human reliability analysis.

Students will be introduced to the distinction between objective risk assessment and subjective risk perception, considering why experts and members of the public may evaluate the same hazard differently. Particular attention will be devoted to the psychological, social, cultural, and contextual factors that influence the perception and acceptance of risk.

The course will address:

• fundamental concepts of risk, safety, accidents, incidents, and near misses
• theoretical approaches to risk perception,
• cognitive heuristics and biases affecting risk judgements and safety-related decisions
• public reactions to chemical hazards, environmental contamination, technological accidents, and industrial activities
• principles, functions, and models of risk communication;
• the design and evaluation of effective risk messages, warnings, visual information, and behavioural recommendations
• human factors and systemic approaches to occupational and process safety
• human error, violations, performance variability, and the organizational conditions that

Readings/Bibliography

Ropeik, D. (2020). On the roots of, and solutions to, the persistent battle between “chemonoia” and rationalist denialism of the subjective nature of human cognition. Human & Experimental Toxicology, 39(12), 1541–1548.

Tudi, M., Ruan, H. D., Wang, L., Lyu, J., Sadler, R., Connell, D., Chu, C., & Phung, D. T. (2021). Agriculture development, pesticide application and its impact on the environment. International Journal of Environmental Research and Public Health, 18(3), 1112. https://doi.org/10.3390/ijerph18031112

Fang, X., Cao, L., Zhang, L., & Peng, B. (2023). Risk perception and resistance behavior intention of residents living near chemical industry parks: An empirical analysis in China. Natural Hazards, 115(2), 1655–1675.

Huang, L., Ban, J., Sun, K., Han, Y., Yuan, Z., & Bi, J. (2013). The influence of public perception on risk acceptance of the chemical industry and the assistance for risk communication. Safety Science, 51(1), 232–240.

López-Navarro, M. Á., Llorens-Monzonís, J., & Tortosa-Edo, V. (2013). The effect of social trust on citizens’ health risk perception in the context of a petrochemical industrial complex. International Journal of Environmental Research and Public Health, 10(1), 399–416.

This list is not exhaustive. Additional scientific articles, case studies, and technical materials may be added during the course according to the topics addressed in class.

Teaching methods

The course will combine theoretical instruction with interactive and applied learning activities.

• Frontal teaching: The lecturer will present theoretical models, empirical findings, analytical methods, and practical applications, supported by slides, diagrams, videos, demonstrations, and other visual materials. Multimedia resources, examples, storytelling, and questions will be used to connect theoretical concepts with real risk and safety situations and encourage student engagement.
• Interactive discussions: Students will be encouraged to participate actively by asking questions, sharing interpretations, debating theoretical and practical issues, and discussing assigned topics. These activities will support deeper understanding, critical thinking, and consideration of diverse cultural and disciplinary perspectives.
• Group work and collaborative learning: Students will work in small groups on case studies, risk scenarios, communication materials, and problem-solving exercises. Group activities will develop teamwork, collaborative problem-solving, and the ability to integrate different perspectives.
  
• Student presentations: Students may present the results of individual or group activities, scientific readings, case analyses, or risk-communication projects. Presentations will support the development of scientific communication, argumentation, and peer-feedback skills.

Assessment methods

Learning will be assessed through a final essay.

The final essay will require students to critically examine a topic or case related to chemical-risk perception, human factors in safety, human reliability, or risk communication. Students will be expected to integrate relevant theoretical perspectives and scientific literature, develop a coherent argument, and discuss practical implications for risk assessment, management, communication, or prevention.

The assessment will consider:

• knowledge and understanding of the course contents;
• appropriate use of theoretical concepts and scientific evidence presented during the course;
• ability to analyse risk and safety issues critically;
• clarity, coherence, and accuracy of the argument;
• ability to connect theory with practical applications;
• quality and appropriate citation of scientific sources.

Teaching tools

The use of Artificial Intelligence (AI) tools during the exam is strictly prohibited. Any use of AI will be considered a violation of academic integrity.

A limited, transparent, and non-substantive use of AI tools is permitted only for support activities related to the final essay, such as summarising, proofreading, or improving language. Any use of AI must be explicitly acknowledged. Students remain responsible for the accuracy, originality, scientific quality, and integrity of their submitted work.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives

Office hours

See the website of Federico Fraboni

See the website of Luca Ciacci

See the website of