Le développement de l’éco-citoyenneté dans le contexte éducatif libanais par l’intégration de l’économie circulaire

Abstract

In the context of Lebanon, which is facing successive political, economic, and social crises, Education for Sustainable Development (ESD) emerges as a key lever for educational reform by equipping learners with the knowledge, skills, and attitudes necessary for a sustainable future. The Circular Economy (CE), as an alternative to the linear model of production and consumption, serves as a relevant educational tool to achieve these goals. This doctoral research aims to develop a model for integrating CE into accredited schools in Lebanon to promote eco-citizenship. It is based on a multidisciplinary theoretical framework that brings together sustainable development, eco-citizenship, circular economy, design thinking-based modeling, complex thinking (Morin), and the systemic ecological approach (Bronfenbrenner). The methodology follows a pragmatic paradigm with a mixed-methods approach and a parallel convergent design. Data is collected through semi-structured interviews with school principals and sustainable development coordinators, as well as through questionnaires addressed to teachers. Initial analyses reveal an active yet implicit presence of CE practices, often hindered by a lack of resources and training. In response, this research aims to propose an ergonomic model for integrating CE into the Lebanese school environment to strengthen eco-citizenship within a context of educational resilience.