Exploratory study on the role of institutional frameworks on engineering curricula evolution A case study on transition towards sustainability

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Lou Marie Grimal Jules Baudry Pelgrim Charraud Rémi Céret Nadège Troussier


Humanity’s entrance into the Anthropocene forces us to question the role of technology because of its impacts on the environment. The stake is the viability of the Earth system for humans. Engineers producing a large part of these impacting techniques are not trained in sustainable issues (environmental, social and economic ones - in a systemic way). An exploratory workshop was held at a French University of Technology to study the development of new engineering training courses on issues of strong sustainability. During this workshop, the participants were placed into the current French institutional framework and were asked to develop a new training within this specific framework. The hypothesis formulated at the end of this experiment is that current institutional frameworks can be an obstacle to the production of new training, especially training adapted to the transition phenomenon to respond to the increasing risk of socio-ecological catastrophes. This experiment was conducted as part of a heuristic approach and opens up new perspectives for the evolution of training as well as institutional frameworks in higher education and research.

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GRIMAL, Lou Marie et al. Exploratory study on the role of institutional frameworks on engineering curricula evolution. Design and Technology Education: an International Journal, [S.l.], v. 27, n. 1, p. 136-153, mar. 2022. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2936>. Date accessed: 25 mar. 2023.