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Abstract: Eco-design represents an environment-based methodology used in the products design to minimize their environmental footprint by simultaneously preserving the same performance level and functionalities. The recent and future industrial evolutions (evolutions from the technical, economical and lawful points of view) as well as the normalisation of the LCA (Life Cycle Assessment) methodology are factors contributing to the development of eco-design abilities for students integrating the technical sector in the Bachelor's and Master’s degrees. Then, the question of an evolution of the pedagogical content of these degrees is asked. These evolutions aim to propose good quality case studies or courses for the concerned students. In the present paper, several aspects related to this new pedagogical approach are presented. Four pedagogical experiments are presented and discussed after an application in the French high school of engineering ENSIAME (Valenciennes University, France), and in the "eco-design innovative products " vocational licence, Lille 1 University, France. A virtual course (Introduction to the Life Cycle Assessment- ACVBAT) has been recently developed for the Numerical University of the Environment and Sustainability (UVED) of the French Ministry of Education. This resource constitutes the common basis on which the previously cited universities worked together; its use made it possible for students to acquire abilities in eco-design or LCA methodology application using a Problem-Based Learning (PBL