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.

中文翻译：

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通过分析法国教育体系，确定生态设计教育对实现可持续发展问题的贡献和不足

可持续性概念正在国际工程界根深蒂固。必须对下一代工程师进行培训，以了解其决策的经济、环境和社会影响，具有国际视野，并在本地和全球范围内进行。本文的目的是帮助确定当前可持续发展教育实践的优势和局限性，从而能够改善未来决策者和产品设计师的培训。我们研究的第一步是确定与可持续性和生态设计相关的知识、技能、态度和价值观，以突出需要培训什么样的工程师的可持续性能力。基于这个识别，我们研究了从中学到大学的法国教育体系，以研究不同技术法国课程和实践中的可持续性和生态设计整合。目的是评估可持续发展和生态设计在技术培训课程中的有效位置。我们通过在课堂上观察教师或进行访谈来分析课程并完成我们的方法。即使与生态设计相关的概念、知识和技能出现在许多不同的项目中，我们的研究强调在学前教育、高中和大学之间没有连续性。因此，教师难以理解项目的目标和连贯性，学生对可持续性和生态设计问题也不是很满意。