The teaching and facilitation of learning around complex sustainability challenges rely on the facilitatorâs ability to design effective learning environments and to assess students learning trajectories. This course examines the interconnection between teaching and learning, with particular attention to the role of transversal skillsâsuch as critical reflection, systems thinking, and active listeningâin fostering deep and transformative learning.
Who is this Master’s course for?
Read the course book :
- Fall 2025-26 (coming soon)
Objective of the course
The aim of this course is to offer a solid foundation in learning, teaching, transversal skills and complex problem solving in the context of addressing sustainability issues.
The course is organised in 3 parts :
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Theories of Learning: This module explores how adults acquire knowledge and skills related to complex topics. It introduces key theories of learning and examines the broader educational ecosystem in which these processes unfold.
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Facilitation Practice:Through concrete examples and hands-on activities, this module investigates how facilitation practices are shaped by our understanding of learning and our assumptions about what constitutes âgoodâ teaching. It emphasizes the creation of meaningful learning opportunities and the development of transversal competencies essential for engaging with sustainability challenges.
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Reflections on the Educational Ecosystem: This component focuses on the roles and responsibilities of educational actors in the context of sustainability education. It highlights systemic thinking in education, the emotional dimensions of learning, and the value of communities of practice in supporting educational change.
Core sustainability concepts will be addressed throughout the semester in an integrated manner, laying the groundwork for the practical project in the second semester. This project involves facilitating weekly workshops in the large second-year bachelor course on sustainability (ENV-101).
Participation in the second-semester project requires students to attend the Tuesday evening (17:00â19:00) workshops. The Wednesday course sessions will be dedicated to preparation and debriefing of these facilitation activities.
Learning Outcomes
By the end of this course, students will be able to:
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Explain in their own words what learning is and how learning and teaching are interconnected;
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Identify what transversal skills are and how to design learning opportunities that foster their development;
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Analyze which educational approach is most suitable for addressing different types of complex sustainability-related challenges;
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Propose practical pedagogical strategies to enhance learning in courses dealing with complex sustainability issues.
Transversal skills
Throughout the course, students will also develop key transversal skills, including:
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Assessing their own performance within a group, receiving feedback, and responding to it constructively;
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Demonstrating perseverance when facing challenges or initial failure in order to develop better solutions;
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Recognizing the social and human implications associated with the engineering profession;
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Taking responsibility for the environmental impacts of their actions and decisions;
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Communicating effectively and being understood, including by individuals from different linguistic and cultural backgrounds.
Language of teaching
French and English
The pedagogical courses will be conducted in English, while topics related to sustainability will mainly be addressed in French. Students will have the option to express themselves, write, and participate in the language of their choice, whether it be French or English.
However, facilitating the learning of BA2 students in the second semester will require basic proficiency in French. If needed, students can improve their French skills by enrolling in a language course or participating in a TANDEM language exchange program during the fall semester.