In 2012, Mines Paris created with three other engineer schools (Polytechnique, ENSTA, Telecom Paris) in association with Shanghai Jiao Tong University (SJTU) an Engineer School “à la Française” named SPEIT [1]. The French touch of teaching consists in hiring Chinese students for a 6-year cursus with an intensive French language learning combined with French teaching contents and methods. This training includes 65% of teachers from the four French engineer schools coming on Shanghai campus, venue of Chinese students on French campuses and a large participation of industry to teaching, internships, jurys and sponsoring. Students obtain one of the three Masters of SJTU at the end of their cursus: Energy Power Engineering, Information Engineering, Mechanical Engineering. All these diploma got a 6-year habilitation from the Commission des Titres d’Ingénieur (CTI) in 2018 [2]. In 2018, a student project was carried out aimed at evaluate the impact of SPEIT activities using the ADEME’s methodology of greenhouse gas emissions evaluation [3]. The conclusions show that for the 500 people of SPEIT (local personals, students, visiting professors, students in exchange or double diploma in French schools), the total GHG emissions was 800 tCO2eq/year: 470 tCO2eq/year were due to travels from China to France and return of students (exchange semesters and double diploma) and French visiting professors ; another 160 tCO2eq/year for travel of students from their own or parent’s home in China to Shanghai campus (train, plane, cars) ; 90 tCO2eq/year for home to work daily travel of SPEIT personals (cars, bicycle, collective transportation,…). The rest was 60 tCO2eq/year for power consumption on campus and 10 tCO2eq/year for consumables such as paper, computers, batteries, … Covid pandemic suddenly ended all travels of visiting professors from France since 2020 and drastically reduced presence of Chinese students in French schools. Chinese pandemic control also considerably reduced attending of students and presence of local personals on the campus [4]. The use of teaching at distance was generalized to students being at home or in small classes, with local teachers in China as well as French professors being in France. Personal and student motivation decreased, especially among the teachers, who were complaining about the “black screen” effect, when during Zoom lectures, they lectured to 10 - 30 black windows of students having their camera off. CO2 emissions diminished at the same time. Bochatay from Quantis evaluated to 1.5 kg CO2eq/hr of videoconference in EPFL. Obringer et al. evaluated carbon footprint of videoconferencing to 157 gr CO2eq/hr.user when video on, to 6 gr CO2eq/hr if off [5]. Moreover, most of SPEIT lecturers started to include MOOCs or changed their way of lecturing with more interactive sections than top-down teaching during their lectures. SPEIT students also changed their behaviour being more active during distance teaching. As a result, SPEIT teaching at present is still at distance, but with a lower environmental impact.