From awareness to action: how TASK™ is driving change at Nantes Université

Nantes Université is engaged in a process of pedagogical transformation in response to today’s environmental and societal challenges. In this context, Marion Condominas, Project Manager at the Ecological Transition Office, has been leading the deployment of TASK™—a sustainability knowledge assessment tool—for the past two years. As she transitions to the Expandia project, she reflects on the contributions, challenges, and future perspectives of this initiative, which aims to embed a shared culture of sustainability across the institution.

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Institutional context

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With 42,000 students, 6,000 staff, 12 campuses, and 3 cities, Nantes Université is a public experimental university with a diverse structure. It brings together 4 academic clusters, 2 standalone faculties, and 6 member institutions, including the University Hospital (CHU) and École Centrale. Its core missions are education, research, and innovation, guided by a strong belief: knowledge as a common good.

Within the Ecological Transition Office, Marion Condominas and her team implement a wide range of sustainability initiatives, including sustainable mobility, carbon footprint assessment, circular economy, and awareness-raising activities for students and staff. In this context, TASK™ serves as a key lever to strengthen sustainability competencies.

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Why TASK™?

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At Nantes Université, TASK™ is part of a broader pedagogical transformation strategy aimed at building a shared culture of sustainability.

“It helps create a dialogue around knowledge and anchor a common culture,” explains Marion Condominas.

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The tool contributes to:

• developing a systemic understanding of sustainability challenges,
• strengthening students’ competencies,
• and integrating these issues across all programmes in a transversal way.

“We have a responsibility: to give students the tools to understand the world and take action,” she adds.

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How TASK™ is implemented across the institution

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Integration into programmes

TASK™ is offered across different faculties, with varying implementation models, and may be made mandatory depending on the programme.

Open sessions

Ongoing open sessions are available to students and voluntary staff.

Learning pathways

Students benefit from structured preparatory pathways, based on MOOCs and workshops (Climate Fresk, 2tonnes, etc.).

Mobilisation of student tutors

Students trained in TASK™ are mobilized to lead sessions and support the dissemination of the tool across faculties.

Two-step assessment approach

Students take TASK™ for the first time without preparation, then complete a learning phase, and retake the assessment to measure their progress.

“We have also involved faculty members so they can take ownership of the tool and integrate it into their courses,” adds Marion Condominas.

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Analysis of results and learning outcomes

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Initial results show a significant improvement in scores, particularly within the BUT TC programme in Saint-Nazaire (60 students).

“It’s not just about score progression, but about awareness and the ability to understand where they stand,” explains Gwenaelle Briand Decré, Head of the “Digital Marketing, E-business and Entrepreneurship” track.

“TASK™ is perceived like a GMAT or TOEIC: it provides a snapshot and motivates students to improve.”

Students complete TASK™ in two stages: an initial diagnostic assessment without preparation, followed by a second attempt after a learning phase to observe their progress.

The TASK™ score is now considered as a bonus, in order to encourage learning without excessive pressure.

The integrated learning guides play a central role, helping students identify their gaps and deepen their knowledge independently.

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Impact on students and pedagogical adoption

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Feedback from students has been largely positive. They highlight the usefulness of TASK™, which helps them better understand their level, identify their strengths, and target their weaknesses.

“It’s a very interesting experience because it allows you to reflect on your level and understand where you stand,”explains Gwenaelle Briand Decré.

The tool is seen as a motivational lever and a support for progression, encouraging active engagement in learning about sustainability issues.

TASK™ has also sparked interest among students from IAE Nantes, who have expressed a desire to implement it in their own programmes.

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Challenges and enablers of deployment

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The rollout of TASK™ has faced several challenges:

• resistance from some faculty members,
• the need for strong institutional support from academic leadership,
• and the time required for teaching teams to adopt the tool.

“Some feel challenged in their teaching practices.”

“You need to engage academic leadership to succeed,” notes Marion Condominas.

“We give faculty members time to take ownership of the tool.”

Despite these challenges, uptake is gradually increasing through a progressive and well-supported implementation approach.

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Future perspectives

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At the IUT, the integration of ethics and CSR into courses is now mandatory. A committee is also working on integrating 30 hours of TEDS training into the BUT programme by 2027.

Marion Condominas is also preparing a voluntary session at IAE Nantes in June 2026 and is considering the development of an educational simulation game to deepen post-TASK™ learning.

“Students are eager, and feedback shows that TASK™ opens doors, both academically and professionally,” she concludes.

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Conclusion

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The deployment of TASK™ at Nantes Université illustrates a progressive transformation of teaching practices in support of sustainability. By structuring the assessment of knowledge and fostering adoption among both students and faculty members, the tool contributes to embedding a shared culture of sustainability across the institution.

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