Comprehensive evaluation data from pilot testing of Course 1 – “Understanding Energy Systems and Technologies” show that both students and teachers find new and practice-oriented teaching methods engaging.
From uncertain to confident students
Student engagement regarding topics related to the energy system was tracked both at the start and the end of the semester, which revealed a big jump in student confidence. 60% of students felt confident in their own skills and knowledge regarding the energy system at the end of the semester, compared to only 25% at the beginning of the semester.
Other key findings from the students’ experience of Course 1 included:
Environmental Relevance is the Primary Hook: Most students found the Climate & Environment topics the most enjoyable because they feel the subject “concerns us” personally.
Practicality Bridges the Confidence Gap: Practical, hands-on activities and digital tools were cited as the most helpful learning methods, helping students move past dry theory to understand real-world application.
The graph shows student engagement and success drivers becoming more dominant as discussion points, real world examples and structured group work activities are introduced in the course.
Emerging Professional Identity: While general confidence is high, a “confidence barrier” still exists for many who are waiting for real-world opportunities or internships to activate their skills.
A technical challenge in collaboration with local industry in the second course of Green Transition Academy is designed to further support the students to work in a project format on authentic challenges.
Highly motivated teachers who are ready to experiment
Two teachers were involved in the pilot-testing of Course 1. They agreed that the course content was highly useful and contained creative and innovative pedagogical approaches, which students responded well to. Other key insights from teachers included:
Systemic understanding: Teachers aim beyond technical knowledge. They want students to understand context, responsibility, and how their skills connect to real-world and green transition challenges.
Experimental teaching methods: Teachers show openness and willingness to experiment with ways of teaching. Class discussion and real-world examples were highlighted as particularly effective for increasing student engagement.
Need for guidance: The main barriers are structural (time, alignment, clarity), not resistance to the course itself. The teachers need scaffolding in the form of ready-to-use materials, well balanced lesson plans and clear instructions.
Success drivers are specific activities, actions or things that helped the student learning and engagement. Frictions are things that disturbed the teaching for either students or teachers.
Further improvements and next steps
The evaluation data from both teachers and students will guide a new round of iterations for the course content to ensure the material is as useful and effective as possible. The next steps will include:
- providing the teachers with more pedagogical guidance in updated lesson plans, which include more topics for class discussions and student activities.
- including more examples and cases related to the energy system on an international and regional scale.
- conducting an iteration workshop with partners.
The aim is to finalise improvements of the course content before pilot testing of Course 3 – “Energy Planning” starts at the beginning of the autumn semester 2026.
