How can universities prepare tomorrow’s scientists and professionals for a world shaped by environmental transitions, artificial intelligence and rapidly changing careers? At Claude Bernard Lyon 1 University, education, research and innovation are increasingly seen as different facets of the same mission: producing knowledge, sharing it and putting it to work for society.

During a round table at Forum LABO Lyon, three representatives of Claude Bernard Lyon 1 University shared their vision of the university of the future: François Lux, Vice-President for Innovation; Gilles Escarguel, Vice-President for Ecological and Environmental Transition; and Nathalie Millard-Pinard, Deputy Director for Education at the Faculty of Science.

One of the strengths of the university model lies in the close relationship between education and research. Academic programmes draw on expertise developed within research laboratories, while these laboratories in turn welcome students trained through university courses.

But universities must also remain connected to changes in society and the needs of the socio-economic world. The challenge is no longer simply to transmit scientific knowledge, but to prepare students for rapidly evolving careers while developing more transversal skills.

Project management, communication, entrepreneurship, ecological transition, digital technologies and artificial intelligence are therefore increasingly complementing traditional disciplinary teaching. Interdisciplinary programmes and dual skill sets are also becoming more important.

Students’ expectations have also evolved. Finding meaning in their studies, employability and greater flexibility in learning pathways are increasingly important.

Teaching methods are evolving accordingly, with flipped classrooms, interactive courses, quizzes, practical scenarios and virtual reality.

In some nuclear science programmes, for example, virtual reality can reproduce industrial environments that would otherwise be difficult for students to access. This allows them to experience situations close to real working conditions without physically entering a sensitive facility.

Internationalisation is another area of development, through student mobility, internships abroad and programmes taught in English to attract more international students.

Preparing tomorrow’s professionals also means developing their critical thinking skills.

Scientific and technological innovation can no longer be considered solely in terms of performance. Its uses, environmental footprint and potential societal consequences must also be examined.

This applies to artificial intelligence, but also to new materials, nanotechnologies, biotechnology and energy-related innovations.

The challenge for universities is therefore to continue encouraging research and innovation while giving students the tools to question their potential impacts. This also means creating stronger connections between experimental sciences, humanities and social sciences, economics, philosophy and ethics.

At Lyon 1, this approach is reflected in the progressive integration of ecological transition and social responsibility into all undergraduate programmes.

Around thirty hours of teaching are dedicated to these issues for students across disciplines. The objective is precisely to ensure that environmental questions are not restricted to biologists or environmental specialists.

Future computer scientists, physicists, sports professionals and engineers must also understand how their activities can positively or negatively affect the climate, biodiversity and natural resources.

The approach goes beyond professional skills: universities also play a role in educating tomorrow’s citizens.

Ecological transition does not concern education alone. It also raises questions about the day-to-day operation of research laboratories.

Scientific equipment, IT hardware, consumables, laboratory plastics, maintenance, repair and recycling all rely on resources whose environmental impact increasingly needs to be considered.

According to figures discussed during the round table, purchasing accounts for around 60 to 70% of the carbon footprint of a science-focused university.

This leads to a deeper question: should universities only consider how research is conducted, or should they also reflect on which research projects are pursued?

The objective is not to challenge academic freedom, but to encourage greater consideration of the expected benefits of innovation alongside its possible environmental and societal costs.

Universities are also strengthening the links between academic research and the socio-economic world.

Joint laboratories, partnerships with companies, work-study programmes, contributions from industry professionals and start-up creation can all help transform knowledge generated in laboratories into practical applications.

The nuclear sector provides a good example. Lyon 1 works with industrial partners to identify skills shortages, adapt academic programmes and enable professionals to share their experience directly with students.

But openness is not only about companies. Another major challenge is to reconnect science with the wider public.

Lyon 1 University is developing a scientific ambassador programme to increase the visibility of its researchers, their work and the major scientific questions they are addressing.

Behind these developments lies a broader transformation of the university’s role.

A university is no longer simply a place where knowledge is transmitted and research is produced. It can also become a space where new ways of learning, innovating, working and responding to contemporary challenges are explored.

Education, research, innovation, ecological transition and engagement with society must therefore increasingly work together.

The ambition is clear: to train professionals who not only master their discipline, but who can also understand the consequences of their choices and contribute to developing solutions that benefit society.

Article based on the round table dedicated to education, research, innovation and ecological transition at Claude Bernard Lyon 1 University, held during Forum LABO Lyon.