The increase of sustainable development in thought and consideration at all levels of our society makes it indispensable to integrate this into the cursus of engineers. The growing interest in this theme does not however conceal its distinctive features: evolutionary dimension, complexity, uncertainties, differences of points of view, difficulty of transforming it into pragmatic approach All these elements lead us to express two hypotheses. First, the Sustainable Development concept cannot be added as a supplementary acquisition to knowledge. It corresponds both to an awareness and a change of paradigm. Second, Sustainable Development integration in education cannot be made by simple implementation; it requires pedagogical reflection, as well as targeted innovation. Validation of these hypotheses brought to us to define pedagogical objectives and to propose approaches based on innovative pedagogies. This research is particularly focused on simulation games. This approach is simply one of the possibilities to help students to approach in a systematic and concrete way the Sustainable Development principles. One puzzling question in this field has been how to evaluate the acquisition of material and concepts. A method of analysis based on cognitive mapping has been developed in an attempt to respond to this query. The use of cognitive maps has proved to be relevant. Indeed, schematic representation invites the student to have a holistic view of the problems and to seriously consider the interactions between the various sustainable development elements. This method, supple and mutable could be utilized in different ways to ameliorate education, in métacognitive reflection, or facilitate collective thought on the subject of Sustainable Development.
