DOI: 10.12688/openreseurope.21999.1 ISSN: 2732-5121

Integrating sustainability transition into non-specialized university curricula: Two case studies from France

Yuliya Samofalova
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As climate change accelerates and the need for the sustainability transition becomes more complex, universities are asked to equip students with the knowledge and skills needed to address sustainability challenges. While existing teaching approaches often concentrate on environment-focused disciplines and academic programs specialized in sustainable development, this study investigates the potential for integrating sustainability-related content into non-specialized university courses. The aim is to explore how such integration can foster students’ awareness and engagement in sustainability issues. The article presents two case studies from the University of Lille, France. The first one involves a Sociology of Reading course, taught to students in Information and Library Studies. Although the course primarily focused on understanding libraries and their publics, a module on sustainable libraries and the Sustainable Development Goals was introduced through interactive, problem-solving activities. The second case study examines Infometrics seminars for students in Information and Documentation Studies. While the course aimed to develop research skills through group projects and quantitative methods, sustainability emerged as a recurring theme in student projects, which focused on reducing food waste in university canteens, sustainable transportation, or other topics related to the implementation of Sustainable Development Goals. To assess the effectiveness of these approaches, students completed questionnaires at the end of the courses. Across both courses, results demonstrate strong student engagement, with on average 90% of participants reporting that they felt engaged in the learning process. More than two-thirds of students highlighted an increased awareness of sustainability issues, and on average over 80% of participants expressed increased motivation to take climate action after the courses. These findings suggest that embedding sustainability topics in non-specialized courses is a promising strategy to support ecological transition. Integrating such content not only enhances student engagement but also develops interdisciplinary thinking and encourages active involvement in climate action.

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