This article describes how Circular Economy (CE) and Cradle to Cradle (C2C) can be used in university teaching to address these frameworks’ strengths and weaknesses in practice. The advantages of these frameworks for radical change are outlined, including their emphasis on upcycling rather than recycling (downcycling). This article discusses how students apply their understanding of transformative production frameworks to three case studies of products or materials. The student projects evaluating existing products in terms of their circularity value outline a number of practical as well as theoretical challenges. The case studies demonstrate that some products still have a long way to go to fully cycle materials within a closed system. Aside from illustrating the dangers of subversion of circular frameworks to the ‘business-as-usual’ scenarios, the assignments are instructive in showing how CE/C2C can be successfully taught. This article recommends pedagogical strategies involving both theory of sustainable production and sustainability and practical research into company’s operations in order to develop the students’ ability to meaningfully engage with CE/C2C models.

本文介绍如何在大学教学中使用循环经济（CE）和从摇篮到摇篮（C2C）来解决这些框架在实践中的优点和缺点。概述了这些用于根本性变革的框架的优点，包括它们强调上调而不是回收（下调）。本文讨论了学生如何将对转换式生产框架的理解应用于产品或材料的三个案例研究。学生项目根据圆度值评估现有产品，概述了许多实际以及理论上的挑战。案例研究表明，某些产品在封闭系统中完全循环材料方面还有很长的路要走。除了说明将循环框架颠覆为“一切照旧”方案的危险之外，这些作业对显示如何成功教授CE / C2C具有指导意义。本文推荐了涉及可持续生产理论和可持续性的教学策略，以及对公司运营的实践研究，以培养学生有意义地参与CE / C2C模型的能力。