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Sustainable development in Engineering and Engineering Education

Le développement durable dans la formation et les activités d'ingénieur

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Published on Friday, December 20, 2019


Comment les écoles d'ingénieurs intègrent-elles le développement durable dans leurs contenus de formation, entre contenus spécifiques (responsbailité sociale des entreprises, éthique de l'ingénieur, enjeux sociétaux ou éco-conception) et réorientation de toutes les disciplines vers les enjeux du développement durable ? Les propositions attendues (recherche, expérience ou témoignage d'entreprise, pratique pédagogique originale ou réflexion personnelle) viseront à alimenter les débats.


2021, June 28th


In 1987, the Brundtland Commission defined sustainable development as “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Thirty years after its adoption by the United Nations, the concept of sustainable development now stands solidly at the core of the thinking of most states and other international institutions, including corporations and engineering education programs. Nevertheless, it is not yet clear what “development,” nor which “needs” are really at issue.

So-called “sustainable” engineering projects seem to take into account their environmental, economic, and social impacts. But what is the outer limit of their responsibilities? Ideally actors ought to be omniscient, polyvalent, and transdisciplinary, capable of analyzing the life and death cycle of an object within a planetary framework. Yet what form of organization can meet this ideal? How can sustainable engineering be rendered operational, practical, and scientific (capable of taking into account ecosystems, project stakeholders, fluxes of energy and matter, etc.)?

Even if technology is capable of pushing outwards our cognitive limits, it is impossible to deny that in the epoch of the “great acceleration” our awareness of resource limitations is also growing. The near future will clearly need to confront limited stocks of energy,raw materials, minerals, rare earths, inhabitable and cultivatable lands and water, and it will also learn how to deal with pollution of all types, including aquatic, telluric, and atmospheric, as well as grapple with responding to the evolution of the climate, the loss—or even the collapse—of biodiversity (some have evoked the specter of a 6thmass extinction event). The fundamental challenge is to preserve desirable, acceptable, and livable options for the future, and to find out ways to take into account the long-term, and to cultivate solidarity with future generations.

How is sustainable development integrated into the training and activities of engineers? Is it an independent subject or concentration, an object of study, or a “thing.” Does the word sustainability refer to a univocal practice? Is “sustainable development” an oxymoron or a polysemic syntagma, used in highly divergent ways and regrouping a heterogenous set of convictions, practices, and institutions? What are the stakes that it raises? What debates does it prompt? Which social projects and public and private interests does it impact?

We will approach these questions, without pretending to exhaustiveness, through the prism of  the economic and social activities of the engineer, in the context of heavy industries (nuclear, chemical, extractive) as well as in activities linked to issues of sanitation, health (pharmaceuticals, hospitals), and the environment (agriculture and industry) as well as security (police, military, transport).

We will also consider how engineering schools are integrating sustainable development into their curricula, both in terms of specific contents (corporate social responsibility, engineering ethics, social challenges or eco-design) as well as in terms of a general re-orientation of all of the disciplines towards the challenge of sustainable development.

Communications can present research (results, projects underway), experiences, or industry testimonials, original pedagogies, personal reflections…The presentations are expected to fuel debate and will be organized around four workshops (see the presentation of the workshops on the following page).

  1. Getting Involved in the Transition
  2. ThinkingSustainability
  3. Interculturality and Sustainable Development
  4. Educating for Sustainable Development

Submission guidelines

Abstracts of 200 words maximum accompanied by 5 keywords are to be sent

by March 8th 2020

(in Word, 12 point Times New Roman, 1.5 spacing).

Notification of acceptance/refusal by the INGENIUM review committee will be issued by 3rd April 2020.

Those whose submissions are accepted will be expected to send in a final text of maximum 15,000 signs by September 25th 2020 (in  Word andPdf,  including  spaces,  notes,  and  bibliography  following  APA guidelines, in 12 point Times New Roman,1.5 spacing).

The abstract as well as the final text are to be sent, in Word and Pdf format, to

The conference will take place on 28 June, 2021. Authors will be allotted 20 minutes for an oral presentation followed by a workshop/debate.

Abstracts and full-text contributions will undergo a double-blind peer-review procedure.

All of the contributions that are presented during the conference will be published online. Selected articles will be published in a special issue of EJEE. (European Journal of Engineering Education).

Scientific committee

  • Berbers, Yolande KU Leven, présidente SEFI
  • Bombaron, Edwige Cnam Co-responsable
  • Borderieux, Julien Polytech Orléans
  • Boutouizera, Amina EISTI
  • Conlon, Edward TU Dubli
  • Dubois, Michel UniLaSalle Responsable vue globale
  • Fourati, Fatma UniLasalle
  • Guibert, Stéphanie CESI
  • Humblot, Benoît EPF 
  • Jalenques-Vigouroux, Béatrice INSA Toulouse
  • Kövesi, Klara ENSTA Bretagne Responsable    
  • Langie, Greet Ku Leven, Vicedean, Faculty of Engineering Technology 
  • Leroux, Clair Epita
  • Maricourt, Denis IPSA    
  • Mervyn, Jones Imperial College London 
  • Milanovic, Fabien SupBiotech 
  • Oget, David INSA Strasbourg 
  • Plaud, Cécile ENSTA Bretagne
  • Ramboarisata, L. UQAM, Canada
  • Ramonji, Dimbi RIODD
  • Groupe Sup de Co La Rochelle, Directeur Pôle Stratégie
  • Rastoin, Jean-Louis Sup Agro Montpellier
  • Sauvée, Loïc UniLaSalle 
  • Serreau, Yann CESI Responsable
  • Soriya, Anya IPSA  Co-responsable
  • Tabas, Brad ENSTA Bretagne
  • Vitali, Marie-Laure Cnam Co-responsable vue globale      

Organising Committee

  • Dubois, Michel UniLaSalle  Responsable vue globale
  • Kövesi, Klara ENSTA Bretagne Responsable
  • Offroy, Jean-Gabriel EISTI
  • Oget, David INSA Strasbourg 
  • Serreau, Yann CESI Responsable
  • Soriya, Anya IPSA  Co-responsable 
  • Vitali, Marie-Laure Cnam Co-responsable vue globale
  • Vitali Marie-Laure, Cnam, Co-responsable vue globale, Membre


  • Paris, France (75)


  • Sunday, March 08, 2020


  • développement durable, formation, activités, ingénieur


  • Michel Dubois
    courriel : rfs [dot] covid19 [at] services [dot] cnrs [dot] fr
  • Edwige Bombaron
    courriel : secretariat [at] reseau-ingenium [dot] fr

Reference Urls

Information source

  • Edwige Bombaron
    courriel : secretariat [at] reseau-ingenium [dot] fr


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

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« Sustainable development in Engineering and Engineering Education », Call for papers, Calenda, Published on Friday, December 20, 2019,

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