Societies, Cultures and Modern Languages

Resources, Environment and Societies in Transition (RESET) pathway

New in France in the field of Applied Foreign Languages, the RESET course is a professionalizing master's degree whose aim is to train future∙es actors and actresses of the ecological transition through a transdisciplinary approach and prepares them for an in-depth understanding of the interactions between social, environmental and economic issues on a scale ranging from local to international.
RESET takes a systemic approach to transition issues, using mixed methodologies from different fields of expertise.

In keeping with the specificity of the Applied Foreign Languages program, socio-environmental issues are approached through the prism of territories and in comparative terms. Courses are taught in three languages (French, English, Spanish or Italian), but specialists in other languages (German, Arabic, Chinese, Japanese and Russian) also speak in French, ensuring a thorough understanding of socio-environmental issues, from local to global scales.

The following competencies have been identified from the competency chart:

• Detailed systemic analysis of social and environmental issues
• Development of argumentative strategies and communication in three languages at C1 level
• Project Management
• Taking interculturality into account

The RESYST project (Resources, Environment and Systems in Transition)

This project is part of an approach that brings together teaching, research and administrative commitment. It is designed to support the new RESET course (Resources, Environment and Societies in Transition, L3-M1-M2). Funding for the RESYST project will facilitate the deployment of the course in terms of teaching, research and professional integration.
The approach adopted by the RESYST project contributes to a particularly stimulating renewal of teaching practices in the LEA Master's program for both students and lecturers, and is fully in line with the strategic priorities of the UFR SoCLE. This approach will promote student success by increasing their autonomy, contribute to the deployment of skills-based training and, in the medium term, skills blocks, and will enhance the UFR's continuing education offering. Last but not least, this project will meet the UFR's need to strengthen its links with the professional world.

The expected impacts are as follows:

• Facilitate the professional integration of students∙es in the RESET pathway by giving them the means to meet the socio-economic players in the ecological transition and to work independently on projects that take them outside the university.
• Pedagogical transformation is at the heart of the system. The practice of field internships, inspired by what is done in geology for example, is implemented as part of the training program. The assumption is that physical immersion in the field enhances understanding of socio-environmental issues, and in turn facilitates the acquisition of cross-disciplinary skills.
• Consolidate pedagogical and research partnerships between the RESET pathway, the SoCLE UFR and UGA players involved in the ecological transition.
• Consolidate teaching collaboration between RESET and UCLA's Institute Of the Environment and Sustainability (IOES).

Transversality

The association between SHS, particularly in its foreign languages and civilizations component, and the earth sciences enables us to study and understand the challenges of ecological transition from a multitude of angles and by drawing on several methodological approaches. Through this transdisciplinary approach, students∙es appropriate three forms of methodology: qualitative, quantitative and the modeling approach.