Xavier Carbonneau is the Deputy Director of Research and Pedagogical Resources at ISAE-SUPAERO. A professor specialising in propulsion and the former head of the Aerodynamics, Energetics and Propulsion Department, he has been supporting the growing role of hydrogen in the Institute’s teaching and research activities for several years.
“Without research, we wouldn’t be able to train our students to this standard”
How does ISAE-SUPAERO integrate hydrogen into its engineering programmes?
Xavier Carbonneau: Our scientific strategy spans a wide range of fields – aerospace systems, defence, Earth observation, space exploration, telecommunications and data analysis – including energy optimisation – across our five research departments, thanks to numerous collaborative projects. These technological advances are shaping the future of key sectors such as mobility. It is essential that the knowledge and advances resulting from our research directly inform our degree programmes.
The use of hydrogen in aeronautics is one of the major fields on which scientists and industry professionals are currently working. At ISAE-SUPAERO, we are conducting several research programmes on this topic, notably focusing on innovative propulsion systems, cryogenic storage, the integration of fuel cells into aeronautical architectures, and the safety and certification challenges associated with hydrogen-powered aircraft.
Our students are naturally curious and motivated by these forward-looking topics. We offer them a range of teaching approaches that enable them to gain an introduction to these subjects and then deepen their knowledge. Hydrogen technology is covered in several modules, with varying levels of focus depending on the objectives. A range of optional modules enables students to explore topics ranging from the design of hydrogen-powered aircraft and their propulsion systems to certification. One such example is a 60-hour elective course entitled “Introduction to Hydrogen-Powered Aircraft“, which includes theoretical modules on the use of hydrogen on board an aircraft, with 50% of the course devoted to practical exercises. We can also mention the new Advanced Master’s programme in Sustainable Aviation, dedicated to teaching students about hydrogen for aviation, as well as a course on risk analysis for the certification of hydrogen-powered aircraft.
We are constantly adapting our programmes in line with the most significant advances. Let me be clear: without research, we would not be able to train our students to this level of excellence.
What kind of engineers do you train, particularly in the field of hydrogen?
XC: Our aim is to train engineers capable of designing the technological systems of tomorrow. We do not merely impart theoretical knowledge: we train our students to handle complex data, master advanced concepts, integrate safety considerations into these new technologies, and, above all, develop a rigorous experimental approach.
That is why we expose them to experimental situations that closely mirror real-world industrial challenges. The practical component accounts for around 50% of the teaching and projects we offer them. Through project-based or ‘design office’ teaching formats, for example, we ask them to envisage the hydrogen propulsion system of the future and to design it without any initial constraints, precisely to stimulate innovation and creativity.
This integration of teaching, research and innovation is the very hallmark of ISAE-SUPAERO, which fully embraces its dual mission of higher education and research. The two are inseparable and reinforce one another. A specific example is the Mermoz Challenge, supported by numerous research contracts, in which many students take part at different stages of their studies; it serves as a model of project-based learning that enables future ISAE-SUPAERO engineers to acquire practical expertise, going beyond the theoretical knowledge we can otherwise provide them with.
What research resources does ISAE-SUPAERO make available to support hydrogen-related training initiatives in the Occitanie region?
XC: Hydrogen is one of the main areas of our research into decarbonisation, on which we have been working for around ten years now. We have developed several projects for which we have acquired significant testing facilities.
When the GENHYO project – GENération HYdrogène Occitanie – was launched as part of the ‘Skills and Professions of the Future’ call for expressions of interest, ISAE-SUPAERO naturally positioned itself as a key player. This project aims to accelerate the adaptation of training programmes, from the CAP to the PhD level, to the skills requirements of the decarbonised hydrogen sector.
We are working closely with the Occitanie academic region and all stakeholders in the regional sector, with the support of the Occitanie Region. Today, GENHYO brings together 27 partners: secondary schools, universities and engineering schools. The project is structured around four strategic objectives: to train all target groups – secondary school pupils, sixth-formers, students, jobseekers, employees, elected representatives and the general public; to train 1,500 trainers; to promote careers in the low-carbon hydrogen sector; and to develop forward-looking analyses to continuously adapt training programmes to emerging needs.
In this context, we have chosen to open up our testing facilities to partner training organisations to create a genuine continuum of training. We have set up an educational platform equipped with five dedicated hands-on workstations. The aim by 2027 is to regularly host different groups to enable them to carry out practical experiments. At the same time, we are working with our Digital Innovations and Aerospace Education team on the digitalisation of testing, which will significantly facilitate hands-on training and enable remote practical sessions.
How do you see the role of hydrogen evolving in the training of aerospace engineers over the coming years?
XC: Hydrogen will become an essential part of aerospace engineering education, quite simply because it represents one of the most promising solutions for decarbonising the sector.
This implies a profound change in our training programmes. We must prepare our students to master not only the technical aspects – storage, distribution, combustion and fuel cells – but also the systemic dimensions: integration into the aircraft’s overall architecture, certification, safety and full life-cycle analysis.
The challenge is also to train engineers capable of engaging with the entire ecosystem, as hydrogen is not limited to the aircraft itself. It is this systemic approach that we must instil. Driven by this ambition, every year we support the 40 students in the HydroArt club as they work towards designing a scale model of a hydrogen-powered commercial aircraft.
Finally, I would say that we also have a responsibility towards future generations: to give them the tools to innovate, of course, but also to question, evaluate and make the right technological and environmental choices. This is the very essence of our commitment to GENHYO and our openness towards all stakeholders.
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