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Relational, place-based learning for the energy transition through the application of social frameworks
Heynen, Anthony P. Fleming, Melanie
Heynen, Anthony P.
Fleming, Melanie
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EESD2025_#78_Heynen.pdf
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Date
2025
Educational Level
Curriculum Area
Geographical Setting
Australia
Abstract
Engineering graduates are increasingly employed in the diverse aspects of the global energy transition, with a corresponding rise in university courses focusing on sustainable energy. However, the contemporary energy landscape is ever-changing, and is part of a large, complex system of technological, social, political and financial dimensions. This creates a challenge for educators in being able to connect complex, interdisciplinary topics to student learnings and the graduate outcomes that are valued by employers. Addressing these complexities requires innovative educational strategies that promote interdisciplinary collaboration and sustainable leadership. Drawing on principles of relational learning and interdisciplinary engagement, this paper explores place-based learning approaches in postgraduate energy courses. In many educational settings, direct engagement with communities may not be viable, so this paper evaluates the use of social frameworks to facilitate students' place-based understandings and learnings. The paper employs a case study of a sustainable energy course at The University of Queensland to explore this effectiveness, using evidence from student surveys and feedback from the tutoring team. The case study analyses a place-based assessment piece on the transition to renewable energy in remote Queensland Indigenous communities, developed in collaboration with the state energy company. The application of social frameworks, specifically the Energy Services Cascade, the Sustainable Livelihoods framework and the Business Model Canvas, facilitated students' analyses of this unique place setting. Student surveys and tutor feedback showed that this approach enabled the development of a shared understanding of complex issues accompanied by inclusive, interdisciplinary teamwork. Some student feedback on the community setting indicated a degree of unfamiliarity with the specific contexts, highlighting the need for deliberate place-based knowledge sharing. This work showcases the utility of authentic place-based assessment and the application of frameworks in engineering education to address global sustainability challenges.
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Keywords (free text)
renewable energy, case-based learning, community partnerships, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering