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Sustainable and equitable energy systems: engineers as changemakers and innovative pedagogy in engineering education
Ward, Graham Georgakarakos, Andreas Peers, Sarah Knight, Bertie
Ward, Graham
Georgakarakos, Andreas
Peers, Sarah
Knight, Bertie
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EESD2025_#69_Ward.pdf
Adobe PDF, 690.67 KB
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Editors
Date
2025
Educational Level
Curriculum Area
Geographical Setting
UK
Abstract
The role of engineers as changemakers is more important than ever, as they are tasked with developing innovative solutions to some of society's most pressing challenges. This paper explores a pedagogical approach for teaching foundation level undergraduate engineering students using Problem-Based Learning (PBL) with scaffolded learning, aimed at developing the necessary skills to become effective engineers. A critical input to the process was a liberal arts and humanities review of the broader societal aspects, including the global challenges addressed by the UN 2030 Sustainable Development Goals (SDGs). The specific context of this study revolves around a problem scenario in which students were tasked with designing a heat and electricity solution for a typical household. The assignment was designed to simulate real-world engineering challenges, requiring students to think critically, innovate, and design a functional system that integrates renewable energy sources, heat sources, battery storage, electricity grid connections, instrumentation, and control systems. The use of PBL encourages active engagement with the problem, requiring students to identify what they know, what they need to find out and what they need to learn. Initially, students received a user requirement specification that outlined the need for an integrated heat and electricity solution. They were encouraged to use functional and transactional writing to articulate their understanding of the problem as well as using labelled sketches and diagrams. The importance of listing assumptions as part of overall validation was emphasised. They were also asked to consider the links from the local to the global, including addressing sustainability and social issues. Students were required to model their design using appropriate digital tools. This allowed them to simulate and visualise their solutions, ensuring that the theoretical aspects of their designs could be tested and refined before final implementation. The integration of digital tools into the learning process mirrors the increasing reliance on technology in engineering design and is critical for students' development as proficient, work- ready engineers. The final component of the assignment was reflective learning. Students were asked to revisit their design process and critically assess their work, considering both their successes and challenges, and how their proposed solution addresses sustainability and the SDGs. This paper offers a case study of PBL to equip foundation level students with the skills, knowledge, and mindset required to approach engineering problems holistically and innovatively, addressing requirements of multiple SDGs. By engaging students in real-world problem solving and providing them with the tools to think critically, model solutions, and reflect on their learning, this approach fosters the development of engineers who are well-positioned to become changemakers.
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Keywords (free text)
renewable energy, problem-based learning, UN SDGs, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering