Networked learning to educate future energy transition professionals: results from a case study

• Published in: European journal of engineering education Vol. 47; no. 3; pp. 446 - 466
• Main Authors: Huijben, Josephina C. C. M., Van den Beemt, Antoine, Wieczorek, Anna J., Van Marion, Mieke H.
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis 04.05.2022; Taylor & Francis Ltd
• Subjects: case study; College Students; Colleges & universities; Cooperative Learning; Decision making; Energy Conservation; engineering curriculum; Engineering Education; Foreign Countries; higher education; Interdisciplinary Approach; Interdisciplinary aspects; Learning; networked learning; Social Networks; Social Problems; Student Attitudes; Sustainability; Sustainability transitions; Workshops; Netherlands
• ISSN: 0304-3797; 1469-5898
• DOI: 10.1080/03043797.2021.1978403

Society is in strong need to change the way in which energy is produced and consumed. To cope with this complex challenge, integration of knowledge from different disciplines is needed. This paper shows how an interdisciplinary educational approach called networked learning combined with sustainability transition theories can help groups of engineering students to address pressing societal challenges such as the energy transition. A series of 8 workshops was held with an interdisciplinary engineering student team of a University of Technology. Networked learning within the student team showed an ad-hoc character, mainly caused by shifting student constellations during workshops. Workshops focusing on short-term goals resulted in more concrete output. The team showed a high level of equality amongst members and actively reflected on organisational aspects of their learning process. Sustainability transitions concepts and theories that integrate multiple disciplinary perspectives further supported the learning process and helped to guide strategic decision making.