ABSTRACT
Higher education institutions (HEIs) have a fundamental role to play in the education of students who will soon be responsible for meeting the socio-environmental challenges of the 21st century. In this chapter, we report on a 10-year experiment to design, test, disseminate, and evaluate a circular business model called BM3C2. We present the pedagogical uses we made of this model during workshops and graduation projects. Our goal is to prepare students to become sustainability transition intermediaries as well as reflective and committed citizens. To this end, we believe that graduation projects are an opportunity for students to gain initial hands-on experience with sustainability issues. We also think that such projects can be improved with more interdisciplinarity and with “complex thinking.” We share what we have learned during the experiment about the benefits and limitations of both the BM3C2 tool and the graduation projects. We also provide recommendations to colleagues or HEIs who would like to adopt these approaches.
