Abstract
The objective of this study is to critically evaluate curricular standards with the goal of integrating “cross-cutting education” for a sustainable economy into our educational frameworks, thereby developing pertinent benchmarks. This form of education seeks to equip the younger generations with the ability to engage in critical thinking, bolstered by a comprehensive understanding of the diverse and often contentious economic theories that span from antiquity to the modern era. Furthermore, it aims to enrich students’ knowledge with contemporary economic approaches, enabling them to pursue innovative solutions and make informed decisions concerning environmental sustainability, social justice, and governance throughout their educational journey. The study specifically focuses on analyzing the economic and social sciences curricula in France at the final year specialty level, examining the last three reforms over two decades. The goal is to identify and update the “hidden content” within these curricula, which shape the teaching of Social and Economic Sciences (S.E.S.), and to propose guidelines for a relevant curriculum in the Anthropocene era.Our methodology includes conducting documentary research on the last three reforms through a comparative analysis of the S.E.S. curricular content at the final year specialty level, as well as an examination of school textbooks published by the three leading French educational publishers. Special attention is given to the incorporation of “climate change” into the curricular analysis, utilizing epistemological and lexicographic approaches. In this vein, we scrutinize the underlying aspects of successive reforms in this discipline, the composition of its academic programs, and the influences shaping them. This raises critical questions : How is education for a sustainable economy addressed in French educational curricula ? What curricular guidelines could effectively foster education tailored to both educators and regions ? Preliminary findings indicate a significant shift in the development of S.E.S. programs over the past two decades. The hidden curriculum profoundly influences the direction of educational policies, often guided by institutes or think tanks with varied, sometimes opaque, interests and ideological objectives.Upon reviewing the state of climate change education in S.E.S. curricula and textbooks, especially at the secondary level—crucial for cultivating eco-citizens—the research notes a rising interest from educational bodies and publishers. However, it also observes that the integration of the concept and its implications within the economic system are not yet adequately addressed to meet the urgency of the global climate crisis. The study thus offers curricular recommendations aimed at addressing this critical gap.