2026 · Volume 34 · Issue 4
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In recent years, the presence of crystallography in higher education curricula in France has been diminishing. This study presents an in-depth analysis based on a targeted survey across five major French universities traditionally involved in crystallographic teaching and research. By examining course structures, teaching volumes, and staff profiles from 2000 to 2022, we identify a global decline in both the quantity and visibility of crystallography instruction.
