Integrating Climate Change Considerations into Geotechnical Curricula
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Despite increasing awareness of climate change, most geotechnical engineering curricula still focus primarily on designing durable structures based on limit state principles, overlooking sustainability and long-term climate resilience. This paper explores how to integrate sustainability and climate change considerations into geotechnical engineering education, highlighting the differences between limit state-oriented teaching and the necessity for sustainable design. A two-phase strategy is proposed: (1) creation of a database of real-world case studies illustrating climate impacts on geotechnical works; (2) development of graduate-level courses that deepen knowledge of sustainable geotechnics as well as climate geotechnics. By systematically embedding climate-related case studies in existing courses, students gain an expanded view of design variables. The new courses foster a comprehensive skill set centered on sustainability, climate resilience, and interdisciplinary collaboration. The proposed reforms aim to produce geotechnical engineers capable of designing infrastructure that is both climate-resilient and sustainable in a changing climate.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it