Despite increasing awareness of climate change, most geotechnical engineering curricula still focus primarily on designing durable structures based on limit state principles, overlooking sustainability and long-term climate resilience. This paper explores how to integrate sustainability and climate change considerations into geotechnical engineering education, highlighting the differences between limit state-oriented teaching and the necessity for sustainable design. A two-phase strategy is proposed: (1) creation of a database of real-world case studies illustrating climate impacts on geotechnical works; (2) development of graduate-level courses that deepen knowledge of sustainable geotechnics as well as climate geotechnics. By systematically embedding climate-related case studies in existing courses, students gain an expanded view of design variables. The new courses foster a comprehensive skill set centered on sustainability, climate resilience, and interdisciplinary collaboration. The proposed reforms aim to produce geotechnical engineers capable of designing infrastructure that is both climate-resilient and sustainable in a changing climate.
Jung et al. (Thu,) studied this question.
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