{"id":2666,"date":"2023-01-20T15:38:39","date_gmt":"2023-01-20T14:38:39","guid":{"rendered":"https:\/\/youth-talks.org\/?p=2666"},"modified":"2024-03-10T13:30:11","modified_gmt":"2024-03-10T12:30:11","slug":"ecological-emergency-transform-higher-education","status":"publish","type":"post","link":"https:\/\/youth-talks.org\/fr\/ecological-emergency-transform-higher-education\/","title":{"rendered":"As we face the ecological emergency, how can we transform higher-education?"},"content":{"rendered":"<div data-elementor-type=\"wp-post\" data-elementor-id=\"2666\" class=\"elementor elementor-2666\" data-elementor-post-type=\"post\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-dda604c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"dda604c\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-47a0b86\" data-id=\"47a0b86\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-a31cbdd elementor-widget elementor-widget-text-editor\" data-id=\"a31cbdd\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><strong>The challenge is not so much to integrate sustainable development into engineering or management education as to teach engineering and management for sustainable development.<\/strong><\/p><p>For several years, in France and elsewhere, higher education has been questioned about its role and responsibilities in the current socio-environmental crises. In response, numerous research projects and initiatives have emerged to better integrate the principles and <a href=\"https:\/\/sdgs.un.org\/goals\" target=\"_blank\" rel=\"noopener\">goals of sustainable development<\/a> into the various curricula.<\/p><p>However, despite the growing awareness of these issues through specific courses or sessions on ethics or sustainable development, awareness-raising activities such as the <a href=\"https:\/\/climatefresk.org\/\" target=\"_blank\" rel=\"noopener\">Climate Fresk<\/a> or assessment tests such as the <a href=\"https:\/\/www.sulitest.org\/fr\/\" target=\"_blank\" rel=\"noopener\">Sulitest,<\/a> pressure is mounting on higher education institutions, particularly in engineering and management.<\/p><p>L' <a href=\"https:\/\/pour-un-reveil-ecologique.org\/fr\/\" target=\"_blank\" rel=\"noopener\">Student Manifesto for an ecological awakening<\/a> launched in 2018, or the very recent calls to <a href=\"https:\/\/theconversation.com\/crise-ecologique-ces-eleves-ingenieurs-qui-veulent-transformer-leur-metier-184339\" target=\"_blank\" rel=\"noopener\">branch out<\/a> or <a href=\"https:\/\/www.novethic.fr\/actualite\/economie\/isr-rse\/sous-la-pression-des-etudiants-hec-prend-le-necessaire-virage-ecologique-150850.html\" target=\"_blank\" rel=\"noopener\">rebel<\/a> show that, despite certain efforts, young people feel that the curricula continue to perpetuate the dominant model that has led to the current and future complex crises.<\/p><p>It must be recognized that this <em>integrative<\/em> approach &#8211; adding a course or a session when the already full curriculum allows it &#8211; remains contradictory and creates confusion by disseminating paradoxical injunctions between unchanged courses and new pedagogical activities, without training the students in how to manage these contradictions.<\/p><p>The changes should therefore go beyond this, by engaging the curricula in a <em>transformative<\/em> approach. No longer integrate sustainable development <em>into<\/em> engineering or management education, but rather teach engineering and management <em>for<\/em> sustainable development. It is by transforming the programs in depth that each student will have the knowledge and skills necessary to be responsible and committed actors in the transitions to come, both personally and professionally.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-6242586 elementor-widget elementor-widget-heading\" data-id=\"6242586\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Which skills to integrate?<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-d2e7340 elementor-widget elementor-widget-text-editor\" data-id=\"d2e7340\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Through research and institutional activities, 13 competencies have been identified. They represent a pathway structured in three progressively overlapping blocks:<\/p><ul><li>Knowing oneself and others ;<\/li><li>Understanding the world ;<\/li><li>Transforming the world.<\/li><\/ul><p>\u00a0<\/p><p>This framework is not discipline-specific and is intended to support students, faculty, programme managers, higher education institution governors and policy makers in their efforts to transform the curriculum.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0320ab2 elementor-widget elementor-widget-image\" data-id=\"0320ab2\" data-element_type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"760\" height=\"370\" src=\"https:\/\/youth-talks.org\/wp-content\/uploads\/2023\/01\/transforming-higher-education.png\" class=\"attachment-large size-large wp-image-2685\" alt=\"\" srcset=\"https:\/\/youth-talks.org\/wp-content\/uploads\/2023\/01\/transforming-higher-education.png 760w, https:\/\/youth-talks.org\/wp-content\/uploads\/2023\/01\/transforming-higher-education-300x146.png 300w, https:\/\/youth-talks.org\/wp-content\/uploads\/2023\/01\/transforming-higher-education-18x9.png 18w\" sizes=\"(max-width: 760px) 100vw, 760px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8f84a01 elementor-widget elementor-widget-heading\" data-id=\"8f84a01\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">The transition will take time\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-27a4996 elementor-widget elementor-widget-text-editor\" data-id=\"27a4996\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>While the identification of these competencies over the past few years has not been easy, the hardest part may be yet to come. Their respective definitions are still unclear, and their operationalization is even more so.<\/p><p>What exactly do these competencies mean for engineering and management? What degree of autonomy should students achieve in each of them? How can they be translated into specific learning objectives? What should be the learning situations to achieve them ? What are the assessment situations for this learning?<\/p><p>Competitive pressures, particularly in France, limit the capacity of institutions to fully engage in this evolution. Above all, this pressure limits collective thinking, whereas it is through collaboration, within and between disciplines, that new models of higher education can be developed and deployed.<\/p><p>In addition to institutional collaborations, these reflections must not remain only a process of experts and policy makers. In particular, it is essential that students, and young people in general, are fully part of these transitions.<\/p><p>To meet up with the challenges of integrating the youth, the Higher Education for Good <a href=\"https:\/\/youth-talks.org\/youth-talks-goes-live__trashed\/\" target=\"_blank\" rel=\"noopener\">has launched,<\/a> in October 2022, its first massive collective intelligence consultation: <a href=\"https:\/\/youth-talks.org\/\" target=\"_blank\" rel=\"noopener\">Youth Talks<\/a> ; with the ambition of gathering young people\u2019s opinions about the future. It is not just a questionnaire, nor a survey of opinions, or a one- time initiative. It is a collective reflection on the expectations and ambitions of the youth as well as their place in the common well-being. By sharing their dreams, concerns and ideas about tomorrow, young people will nourish <a href=\"https:\/\/www.higheredforgood.org\/\" target=\"_blank\" rel=\"noopener\">the Foundation<\/a>\u2019s efforts to transform Higher Education..<\/p><p>Supported by a set of more than 30 international partnerships with higher education institutions and youth groups, the objective of this international initiative is to reach more than 200 million young people between 15 and 29 years old around the world in order to collect the aspirations of at least 150,000 of them.<\/p><p>The necessary transition of higher education models requires a real <a href=\"https:\/\/www.abis-global.org\/resources-publications\/transforming-business-education-for-sustainability\" target=\"_blank\" rel=\"noopener\">paradigm shift,<\/a> based not only on new skills, but also on a profound transformation of the narratives, values, metaphors and symbols that explicitly or implicitly structure the current models.<\/p><p>It is only through these changes that we will finally be able to develop new common horizons and move towards so-called <a href=\"https:\/\/www.hbrfrance.fr\/chroniques-experts\/2022\/08\/47746-repenser-les-modeles-educatifs-a-lere-de-lanthropocene\/\" target=\"_blank\" rel=\"noopener\">humanistic models of education<\/a> in management or engineering that would privilege <a href=\"https:\/\/www.cambridge.org\/us\/academic\/subjects\/management\/business-ethics\/humanistic-management-protecting-dignity-and-promoting-well-being?format=AR\" target=\"_blank\" rel=\"noopener\">human dignity and collective well-being,<\/a> rather than wealth, power or status.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-dd0b611 elementor-widget elementor-widget-text-editor\" data-id=\"dd0b611\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"https:\/\/theconversation.com\/face-a-lurgence-ecologique-comment-transformer-les-programmes-des-ecoles-et-universites-190090\" target=\"_blank\" rel=\"noopener\">This article was first published on The Conversation (article in French).\u00a0<\/a><\/p><p><strong>Authors :\u00a0<\/strong><\/p><ul><li>Yoann Guntzburger, Professor of management, SKEMA Business School<\/li><li>Marine Hadengue, Excetutive Director of Youth Talks and Professor of Innovation &amp; Entrepreneurship, SKEMA Business School<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>The challenge is not so much to integrate sustainable development into engineering or management education as to teach engineering and management for sustainable development. For several years, in France and elsewhere, higher education has been questioned about its role and responsibilities in the current socio-environmental crises. In response, numerous research projects and initiatives have emerged [&hellip;]<\/p>","protected":false},"author":5,"featured_media":2701,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24],"tags":[],"class_list":["post-2666","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-editorial"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v21.0 (Yoast SEO v27.6) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>As we face the ecological emergency, how can we transform higher-education? - Youth-talks.org<\/title>\n<meta name=\"description\" content=\"For several years, in France and elsewhere, higher education has been questioned about its role in the current socio-environmental crises.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/youth-talks.org\/fr\/ecological-emergency-transform-higher-education\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"As we face the ecological emergency, how can we transform higher-education?\" \/>\n<meta property=\"og:description\" content=\"For several years, in France and elsewhere, higher education has been questioned about its role in the current socio-environmental crises.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/youth-talks.org\/fr\/ecological-emergency-transform-higher-education\/\" \/>\n<meta property=\"og:site_name\" content=\"Youth-talks.org\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/Youthtalks.orga\/\" \/>\n<meta property=\"article:published_time\" content=\"2023-01-20T14:38:39+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-03-10T12:30:11+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/youth-talks.org\/wp-content\/uploads\/2023\/01\/New-education-scaled.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"2560\" \/>\n\t<meta property=\"og:image:height\" content=\"1919\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Charlotte Le Moing\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"\u00c9crit par\" \/>\n\t<meta name=\"twitter:data1\" content=\"Charlotte Le Moing\" \/>\n\t<meta name=\"twitter:label2\" content=\"Dur\u00e9e de lecture estim\u00e9e\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/\"},\"author\":{\"name\":\"Charlotte Le Moing\",\"@id\":\"https:\\\/\\\/youth-talks.org\\\/#\\\/schema\\\/person\\\/d8997c0a3f2bb5fbe2b0f24983ff9e78\"},\"headline\":\"As we face the ecological emergency, how can we transform higher-education?\",\"datePublished\":\"2023-01-20T14:38:39+00:00\",\"dateModified\":\"2024-03-10T12:30:11+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/\"},\"wordCount\":778,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/youth-talks.org\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/youth-talks.org\\\/wp-content\\\/uploads\\\/2023\\\/01\\\/New-education-scaled.jpg\",\"articleSection\":[\"Editorial\"],\"inLanguage\":\"fr-FR\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/\",\"url\":\"https:\\\/\\\/youth-talks.org\\\/ecological-emergency-transform-higher-education\\\/\",\"name\":\"As we face the ecological emergency, how can we transform higher-education? 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