High human density is observed in urban areas on a global scale. As a result, many towns are actually developing strategies to promote sustainable practices in terms of social inclusion, food, ecosystems and waste management or environmental justice (Dumat et al., 2016; Xiong et al., 2016). In a context characterized as anthropocene (Simonin, 2016) and even as capitalocene (Malm, 2016), public space is being mobilized to favor the "common good", such as soil quality. In order to increase scientific ethic and social inclusion, certain academics are getting mobilized to promote a broad acculturation of the various players (students, citizens, elected representatives, professionals) on environmental justice, health, ecological equality and safety issues. This is reflected in the creation of widely accessible educational resources (which are often multidisciplinary and collaborative), such as the international scientific network "Réseau-Agriville", (http://reseau-agriville.com/) for example, or by developing MOOCs (Calame & Duque Gómez, 2016). The purpose of this paper is to analyze the creation and development of the MOOC developed by Toulouse University for its Masters’ in industrial safety (www.safety-engineering.org). One unit of that MOOC focuses on sustainable soil management, with a case study on industrial pollution and the environmental and health consequences related to agriculture. This project was carried out by a multidisciplinary team (Agronomy, Biogeochemistry, Human and Social Sciences, Project Management, Engineering, Design, and Education) across multiple-institutions (INSA, INPT and UT2J) team, with the financial support of Toulouse University (IDEX project, 2016).