Training a generation of committed engineers

The second part of the programme aims to develop proficiency in life cycle assessment (LCA) methodology, drawing on concrete data and critical analysis. Students are encouraged to propose eco-design solutions to minimise the environmental footprint of their product.

The LCA approach requires consideration not only of the product’s manufacturing phase but also of the extraction of raw materials, the transport of the product to distribution centres, the impact of its use, and its recycling or disposal at the end of its life. In addition to this step-by-step analysis, LCA is also a multi-criteria assessment, as it enables an examination of environmental impacts beyond carbon, such as water use or land use, for example.

In addition to this core body of knowledge shared by all engineering students, elective modules are offered as part of the general engineering programme relating to transitions, particularly regarding low-tech solutions.

In their final year, as part of their Specializations, students are made aware of the specific challenges facing their future professional field: materials, transport, energy, etc. These modules are complemented by a humanities course dedicated to the responsibility of stakeholders.

Bruno Levieil concludes:

“This programme is the result of discussions and an educational tradition that has existed for several years across ENSTA’s two campuses. It brings together numerous lecturers and external contributors to enable our engineering students to gain a holistic understanding of the subject. Finally, it has been made possible by the trainer development initiatives launched by Catherine Adam, a lecturer and researcher at ENSTA, through the Holi-D Blue and Blue Training Horizons projects. Trainer development is a key element that we will continue to pursue in the coming years in order to mainstream and ensure the long-term sustainability of the TSE curriculum.”