Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-25T15:51:17.188Z Has data issue: false hasContentIssue false
  • English
  • Français

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

Published online by Cambridge University Press:  29 January 2020

Catherine Perpignan ,
Vincent Robin Open the ORCID record for Vincent Robin [Opens in a new window] ,
Yacine Baouch  and
Benoit Eynard
Catherine Perpignan
Affiliation:
Roberval Laboratory – UMR CNRS 6253 – Université de Technologie de Compiègne, Centre Pierre Guillaumat, BP 60319, Rue du docteur Schweitzer, F.60203 Compiègne Cedex, France
Vincent Robin*
Affiliation:
IMS Laboratory – UMR CNRS 5218 – Université de Bordeaux, 351 cours de la Libération, F.33405 Talence Cedex, France
Yacine Baouch
Affiliation:
Roberval Laboratory – UMR CNRS 6253 – Université de Technologie de Compiègne, Centre Pierre Guillaumat, BP 60319, Rue du docteur Schweitzer, F.60203 Compiègne Cedex, France
Benoit Eynard
Affiliation:
Roberval Laboratory – UMR CNRS 6253 – Université de Technologie de Compiègne, Centre Pierre Guillaumat, BP 60319, Rue du docteur Schweitzer, F.60203 Compiègne Cedex, France
*
Author for correspondence: Vincent Robin, E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The 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. The aim of this paper is to contribute to identifying the strengths and limits of current sustainability education practices to will be able to improve future decision-makers' and product designers' training. The first step of our research concerns the identification of knowledge, skills, attitudes, and values associated with sustainability and ecodesign to highlight what kind of engineers' competencies for sustainability have to be trained. Based on this identification, we examine the French education system from secondary school to university to study sustainability and ecodesign integration in different technological French curricula and practices. The objective is to estimate the effective place of sustainable development and ecodesign in the technological training courses. We analyze programs and complete our approach by observing teachers in their classrooms or by conducting interviews. Even if concepts, knowledge and skills related to ecodesign appear in many different programs, our study emphasizes that there is not a continuum between pre-secondary school, high school, and university. As a consequence, teachers have difficulties to understand the aims and the coherence of the program, and students are not really comfortable with the issues of sustainability and ecodesign. We propose to improve programs and practices by developing multidisciplinary curricula covering most of the sustainable issues and integrating best practices of international universities.

Keywords

Ecodesign education and learningknowledge engineeringsustainability
Type
Research Article
Information
AI EDAM , Volume 34 , Issue 1: Thematic Collection on “Cognitive and Learning processes for transition to Design for Sustainability (DfS)” , February 2020 , pp. 4 - 16
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Akiyama, T, Onuki, M and Li, J (2012) Integral leadership education for sustainable development: development of an integrated model and analysis of the University of Tokyo's Asian program for the incubation of environmental leaders. 18th Annual International Sustainable Development Research Conference, Hull, UK.Google Scholar
Andrews, D and Soares, S (2017) Growing spaces: developing a sustainability literate graduate. Paper presented at Building Community: Design Education for a Sustainable Future: 19th International Conference on Engineering and Product Design Education, Oslo, Norway, 7–8 September.Google Scholar
ANFTECH (2019) Association Nationale des enseignants de Technologie en Master universitaire. Available at: http://anftech.blogspirit.com/ (accessed 04 March 2019).Google Scholar
Aoudia, M and Al-Qahsi, DAD (2015) Development of a new curriculum for an industrial engineering program that meets the curriculum requirements of ABET and the institution. IEEE Global Engineering Education Conference, EDUCON 2015–April(March), 151–158. doi: doi.org/10.1109/EDUCON.2015.7095965Google Scholar
Bergea, O, Karlsson, R, Hedlund-Åström, A, Jacobsson, P and Luttropp, C (2006) Education for sustainability as a transformative learning process: a pedagogical experiment in EcoDesign doctoral education. Journal of Cleaner Production 14, 1431–1442. doi:10.1016/J.JCLEPRO.2005.11.020CrossRefGoogle Scholar
Bey, N, Hauschild, MZ and McAloone, TC (2013) Drivers and barriers for implementation of environmental strategies in manufacturing companies. CIRP Annals - Manufacturing Technology 62, 43–46. doi:10.1016/j.cirp.2013.03.001CrossRefGoogle Scholar
Bhamra, TA (2004) Ecodesign: the search for new strategies in product development. Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture 218, 557–569. doi:10.1177/095440540421800509CrossRefGoogle Scholar
Bhander, GS, Hauschild, M and McAloone, TC (2003) Implementing life cycle assessment in product development. Environmental Progress & Sustainable Energy 22, 255–267.Google Scholar
Boks, C (2006) The soft side of ecodesign. Journal of Cleaner Production 14, 1346–1356. doi:10.1016/j.jclepro.2005.11.015CrossRefGoogle Scholar
Boks, C and McAloone, TC (2009) Transitions in sustainable product design research. International Journal of Product Development (IJPD) 9, 429–449. doi:10.1504/IJPD.2009.027475CrossRefGoogle Scholar
Brones, FA, Carvalho, MM and Zancul, ES (2017) Reviews, action and learning on change management for ecodesign transition. Journal of Cleaner Production 142, 8–22. doi:10.1016/j.jclepro.2016.09.009CrossRefGoogle Scholar
Ceschin, F and Gaziulusoy, I (2016) Evolution of design for sustainability: from product design to design for system innovations and transitions. Design Studies 47, 118–163. doi:10.1016/j.destud.2016.09.002CrossRefGoogle Scholar
Charter, M and Tischner, U (2001) Sustainable Solutions. Sheffield, UK: Greenleaf Publishing.Google Scholar
Dekoninck, EA, Domingo, L, O'Hare, JA, Pigosso, DCA, Reyes, T and Troussier, N (2016) Defining the challenges for ecodesign implementation in companies: development and consolidation of a framework. Journal of Cleaner Production 135, 410–425. doi:10.1016/j.jclepro.2016.06.045CrossRefGoogle Scholar
De Vere, I, Melles, G and Kapoor, A (2010) Product design engineering – a global education trend in multidisciplinary training for creative product design. European Journal of Engineering Education 35, 33–43. doi:10.1080/03043790903312154CrossRefGoogle Scholar
EDUSCOL (2019) Available at: http://eduscol.education.fr/cid55493/serie-sti2d.html (accessed 04 March 2019).Google Scholar
European Union, 2010/C327/05 (2010) Council conclusions of 19 November 2010 on education for sustainable development. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52010XG1204(01)&from=FR (accessed 04 March 2019).Google Scholar
Fargnoli, M, De Minicis, M and Tronci, M (2014) Design management for sustainability: an integrated approach for the development of sustainable products. Journal of Engineering and Technology Management 34, 29–45.CrossRefGoogle Scholar
Felder, RM and Brent, R (2004) The intellectual development of science and engineering students, Part 1: models and challenges. Journal of Engineering Education 93, 269–277.CrossRefGoogle Scholar
Hanning, A, Priem Abelsson, A, Lundqvist, U and Svanström, M (2012) Are we educating engineers for sustainability? International Journal of Sustainability in Higher Education 13, 305–320. doi:10.1108/14676371211242607CrossRefGoogle Scholar
Harris, KS and Roggers, E (2008) Soft Skills in the Technology Education Classroom: What Do Students Need?, The Technology Teacher, International Technology Education Association.Google Scholar
Hokanson, DR, Mihelcic, JR and Phillips, LD (2007) Educating undergraduate & graduate engineers to achieve a more sustainable future: education & diversity initiatives with a global perspective. International Journal of Engineering Education 23, 254–265.Google Scholar
IGEN (2016) Le recensement des bonnes pratiques pédagogiques dans l'enseignement professionnel. Rapport IGEN - Novembre 2016. Available at: https://www.education.gouv.fr/cid109075/le-recensement-des-bonnes-pratiques-pedagogiques-dans-l-enseignement-professionnel.html (accessed 04 March 2019).Google Scholar
ISO 14006:2011 (2011) Environmental management systems—guidelines for incorporating ecodesign. Available at: https://www.iso.org/obp/ui/#iso:std:iso:14006:ed-1:v1:en (accessed 04 March 2018).Google Scholar
Jamison, A (2012) Engineering, Development and Philosophy, Vol. 11. Dordrecht: Springer, pp. 7–21.CrossRefGoogle Scholar
Kamp, A (2017) Engineering Education in the Rapidly Changing World: Rethinking the Vision for Higher Engineering Education. TU Delft, Faculty of Aerospace Engineering. ISBN 978-94-6186-609-7. http://resolver.tudelft.nl/uuid:ae3b30e3-5380-4a07-afb5-dafd30b7b433Google Scholar
Krishnaswamy, R and Chandran, KM (2017) Connotations of Ecodesign: A Commentary on the State of Discourse. In Chakrabarti, A and Chakrabarti, D (eds), Research into Design for Communities, Vol. 2. ICoRD 2017. Smart Innovation, Systems and Technologies, Vol. 66. Singapore: Springer.Google Scholar
McAloone, TC and Pigosso, DCA (2017) From ecodesign to sustainable product/service-systems: a journey through research contributions over recent decades. In Stark, RSeliger, G and Bonvoisin, J (eds), Sustainable Manufacturing. Sustainable Production, Life Cycle Engineering and Management. Cham: Springer.Google Scholar
MEN (2019 a) Programmes du collège français (2019). Ministère de l'Education Nationale. Available at: https://www.education.gouv.fr/cid81/les-programmes.html (accessed 04 March 2019).Google Scholar
MEN (2019 b) Programmes du lycée français (filière STI2D). Ministère de l'Education Nationale. Available at: https://www.education.gouv.fr/pid24239/les-programmes-du-lycee.html (accessed 04 March 2019).Google Scholar
Mihelcic, JR and Hokanson, DR (2005) Educational solutions: for a more sustainable future. In Nemerow, NL and Agardy, FJ (eds) Environmental Solutions. Elsevier, pp. 25–58.Google Scholar
Millet, D, Bistagnino, L, Lanzavecchia, C, Camous, R and Poldma, T (2006) Does the potential of the use of LCA match the design team needs? Journal of Cleaner Production 15, 335–346.CrossRefGoogle Scholar
OECD (2019) Global Material Resources Outlook to 2060, Economic Drivers and Environmental Consequences. Available at: https://doi.org/10.1787/9789264307452-enGoogle Scholar
Olsen, SI, Fantke, P, Laurent, A, Birkved, M, Bey, N and Hauschild, MZ (2018) Sustainability and LCA in engineering education - a course curriculum. Procedia CIRP 69, 627–632. doi:10.1016/j.procir.2017.11.114CrossRefGoogle Scholar
Pargman, D and Eriksson, E (2015) “It's not fair!” - making students engage in sustainability. 6th International Conference on Engineering Education for Sustainable Development 2013: Rethinking the Engineer, Cambridge, UK, 22–25 September 2013, pp. 1–11.Google Scholar
Pérez-Foguet, A and Lazzarini, B (2019) Continuing professional education in engineering faculties: transversal integration of sustainable human development in basic engineering sciences courses. Journal of Cleaner Production 218, 772–781. doi:10.1016/j.jclepro.2019.02.054CrossRefGoogle Scholar
Pezeshki, C, Panchal, JH and Ameta, G (2012) Blueprints for teaching ecodesign and sustainability to university students. In Kaufmann, J and Lee, KM (eds), Handbook of Sustainable Engineering. Dordrecht: Science+Business Media, pp. 7–30.Google Scholar
Pigosso, DCA, Rozenfeld, H and McAloone, TC (2013) Ecodesign maturity model: a management framework to support ecodesign implementation into manufacturing companies. Journal of Cleaner Production 59, 160–173.CrossRefGoogle Scholar
Pigosso, DCA, McAloone, TC and Rozenfeld, H (2015) Characterization of the state-of-the-art and identification of main trends for ecodesign tools and methods: classifying three decades of research and implementation. Journal of the Indian Institute of Science 95, 405–427.Google Scholar
Secundo, G, Passiante, G, Romano, A and Moliterni, P (2013) Developing the next generation of engineers for intelligent and sustainable manufacturing: a case study. International Journal of Engineering Education 29, 248–262.Google Scholar
Segalàs, J, Mulder, KF and Ferrer-Balas, D (2012) What do EESD “experts” think sustainability is? Which pedagogy is suitable to learn it?: results from interviews and Cmaps analysis gathered at EESD 2008. International Journal of Sustainability in Higher Education 13, 293–304. doi:10.1108/14676371211242599CrossRefGoogle Scholar
Shift project (2019) Mobiliser l'enseignement supérieur pour le climat – Former les étudiants pour décarboner la société. Available at: https://theshiftproject.org/article/nouveau-rapport-mobiliser-superieur-climat/ (accessed 04 March 2019).Google Scholar
Silvius, AJG and Schipper, R (2014) Sustainability in project management: a literature review and impact analysis. Social Business 4, 63–96.CrossRefGoogle Scholar
Svanström, M, Palme, U, Wedel, MK, Carlson, O, Nyström, T and Edén, M (2012) Embedding of ESD in engineering education: experiences from Chalmers University of Technology. International Journal of Sustainability in Higher Education 13, 279–292. doi:10.1108/14676371211242580CrossRefGoogle Scholar
Vallet, F, Millet, D, Eynard, B, Glatard-Mahut, S, Tyl, B and Bertoluci, G (2013) Using eco-design tools: an overview of experts’ practice. Design Studies 34, 345–377. doi:10.1016/j.destud.2012.10.001CrossRefGoogle Scholar
Vallet, F, Eynard, B and Millet, D (2014) Proposal of an ecodesign framework based on a design education perspective. Procedia CIRP 15, 349–354. doi:10.1016/j.procir.2014.06.011CrossRefGoogle Scholar
Vezzoli, C, Ceschin, F, Diehl, JC and Kohtala, C (2015) New design challenges to widely implement “Sustainable Product-Service Systems”. Journal of Cleaner Production 97, 1–12. doi:10.1016/j.jclepro.2015.02.061CrossRefGoogle Scholar
Wiek, A, Withycombe, L and Redman, CL (2011) Key competencies in sustainability: a reference framework for academic program development. Sustainability Science 6, 203–218. doi:10.1007/s11625-011-0132CrossRefGoogle Scholar