DS 93: Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE 2018), Dyson School of Engineering, Imperial College, London. 6th - 7th September 2018

Year: 2018
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: PERPIGNAN, Catherine; ROBIN, Vincent; EYNARD, Benoit
Series: E&PDE
Institution: 1: ESPE d'Aquitaine - University of Bordeaux, France; 2: Université de Technologie de Compiègne, France; 3: IMS Lab CNRS UMR 5218 - University of Bordeaux, France
Section: Sustainability in Design and Engineering Education
Page(s): 622-627
ISBN: 978-1-912254-02-6


Sustainability concept is becoming ingrained in the international engineering community. The next generation of engineers has to be trained to appreciate economic, environmental, and societal impacts of its decisions, with an international perspective and at a local and global scale. Such complex problems require an integrative approach and engineers must be prepared to meet challenges that extend beyond the boundaries of a single discipline or culture. To achieve this issue, students need time but also adapted curricula focused on sustainability and ecodesign concepts to support evolution of their skills, their knowledge and their culture. In this paper we propose an analysis of sustainable and ecodesign trainings in France to estimate if French students have well-adapted programmes and enough time to develop skills and knowledge about sustainability. Our study concerns curricula from secondary school to university and engineering school. We put in evidence the limits of the French system and we propose preliminary recommendations for the development of progressive and coherent curricula about sustainability for engineers.

Keywords: Design for Sustainability, Systemic decision-making, Complex thinking in design


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