Abstract:

The creation of one High Education European Area (HEEA), as it’s established by the Bologna Process, in order to make academic degree standards and quality standards more comparable throughout Europe, has deeply changed not only how to teach, but also the selection of its contents to be taught, in one process that this year 2010 culminated 47 countries.

Furthermore, the knowledge related to the environment sciences are increasingly occupying a relevant role in education in Polytechnics Schools, due to the increasing need for the various branches of engineering of knowing the environmental impact of their actions, but also to develop a correct management of waters, an adequate treatment of air emissions and a rational wastes disposal.
On the other hand is well known that the structure of university degrees in Spain and Switzerland is quite different from the Anglo-Saxon model.

Therefore, it seemed appropriate for us to examine simultaneously, the adaptation to Bologna Process and the increasing incorporation of environmental contents in two Polytechnics Schools: the School of Planning, Architecture and Civil Engineering of Queen’s University of Belfast (Northern Ireland), the Faculty of Sciences of Geneva University (Switzerland) and the Higher Polytechnics School of Burgos University (Spain).

In this work, we analyse in a comparative way, how the environmental subjects and contents have been included in the different degrees of these three Schools, taking also into account in what way the Bologna Process has influenced this situation. Finally this study finds deals related to what environmental aspects are treated more developed in the degrees of these two Polytechnics Schools and one Sciences Faculty, and what others are systematically forgotten or neglected in curriculum subjects.

Keywords:

Environmental Subjects, Bologna Process, Engineering Degrees.