This Challenge-Based Learning Scenario (CBLs) empowers schools to reduce their carbon footprint by adopting renewable energy sources through hands-on, collaborative projects. By engaging students and staff in identifying and solving real-world energy challenges, schools can implement practical solutions such as installing solar panels, wind turbines, and geothermal systems. Solar panels convert sunlight into electricity, reducing dependency on fossil fuels, while wind turbines harness wind energy, particularly effective in windy regions. Geothermal systems provide efficient heating and cooling by utilizing the Earth’s stable underground temperatures. Additionally, schools can explore biomass energy by converting organic waste into fuel, addressing both waste management and energy needs. Through CBLS, participants gain valuable knowledge and skills in sustainable practices, fostering a culture of environmental stewardship. This approach not only cuts greenhouse gas emissions but also educates the community, promotes energy independence, and offers long-term cost savings. Ultimately, CBLS in renewable energies equips schools to lead by example in the transition to a sustainable future. The following scenario is strongly linked to several SDGs (see below).

Linked to SDGs:
SDG 7: Affordable and Clean Energy
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action

General Information about the Project

⦁ Institutions Involved:

– VET providers: Leading the project and providing academic support.
– Local Government: Partnering to provide real-world challenges and data.
– Public Energy Companies: Offering insights and practical challenges related to reneweable energies.

⦁ Challenge Providers: Local Government & NGOs, Companies.

⦁ Number of Learners: At least 20 per VET team.

⦁ Learners: VET students from various disciplines including Energy and environmental management, Climate protection/sustainability.

⦁ Duration: 4-5 months.

Defined Task of the Project/Challenge

Development of a sustainable energy strategy for a school together with the local government, NGOs and companies with a relevant background.

Objectives of the Project

The task of the project involves following objectives:

At the beginning there is an extensive literature research as well as guest lectures from energy experts, and visits to local renewable energy installations so that the VET students can get a good overview of the topic.
Identifying key sustainability challenges and opportunities.
Development and implementation of a plan to transit a school to at least 50% renewable energy usage within a given period of time.
Collaborating with stakeholders to implement and evaluate the proposed solutions.
Awareness raising of the responsible use of energy and creative ideas for new energy concepts.

Challenge Description

Structure of the Challenging Case:

How can schools be made more sustainable regarding their energy consumption?
What are the current challenges faced by schools in terms of sustainability?
How can various sources of renewable energies be used/implemented to reduce the greenhouse gas emissions and therefore increase the sustainability of schools?

Guiding Questions:

What are the key factors contributing to the greenhouse gas emissions of the current energy systems used in most schools?
How can alternative energy sources be integrated into schools?
What are the best practices from other schools that can be applied to the school used in this case?

Connections between Challenge-Institution-Environment

Problems to be Solved:

Energy Audit: Students conduct an energy audit of the school together with representatives of local government, NGOs and companies to understand current energy consumption patterns. This includes identifying the main sources of energy use and potential areas for improvement.
Exploring Renewable Options: Students explore various renewable energy options suitable for their school’s location and needs. They assess the feasibility, cost, and potential impact of these options. Here, too, the students are supported by the representatives from local government, NGOs and companies.

Statement of Local Issues:

Stakeholder Engagement: Students identify and engage with key stakeholders, including school administration, local government, NGOs and renewable energy companies, to gather insights and support for their project.

Strategies of Problem Solving

Problem-Solving Strategies:

Literature research on the topic of sustainable forms of energy and their application and initial planning.
Engaging with stakeholders including local government, NGOs, companies and also the wider community.
Eco-Digitalization – Developing innovative solutions for sustainable energy systems in schools.
Monitoring of progress (including data collection on energy and consumption and savings) and evaluation of its effectiveness.

Literature research and initial planning: To effectively address the complex challenges of the use of renewable energy resources in schools, learners will employ a multifaceted approach. Of course, the first step is to start with an extensive literature search in order to gain an overview of the topic. The VET students then develop a comprehensive plan to transit the school’s energy supply to a renewable one. This includes setting specific, measurable goals, creating a timeline, and outlining necessary resources and steps.

Stakeholder Engagement: Stakeholder engagement is crucial in implementing Challenge-Based Learning Systems. This approach ensures that diverse perspectives are considered, enhancing the relevance and impact of the solutions developed. Key stakeholders include local government, NGOs and companies. By fostering collaboration among these stakeholders, this CBLS for renewable energies promotes the development of innovative and practical solutions that are socially, economically, and environmentally sustainable. Therefore, the VET students might organize workshops and an awareness raising campaign to educate the wider community about renewable energy. This comprehensive approach not only reduces the greenhouse gas emissions of the schools but also serves as a model for sustainable practices in the broader community.

Innovative Solution Development: As innovation is at the project’s core, a multitude of original ideas will be established, and the learners will participate in various activities in which they will discuss the problems und possible solutions. The investigation of clever ways to employ renewable energy sources in schools will be propelled by a sharp focus on technology. The VET students will design a plan for a school that might include putting up wind turbines, installing solar panels, or coming up with energy-saving initiatives.

Technology Integration and Eco-Digitalization: The foundation of contemporary sustainable power supply systems are digital solutions. The use of renewable energy in schools will be addressed by the VET students through their exploration of the creation of cutting-edge digital platforms and applications. Artificial intelligence may can assist students in researching as well as optimizing their applications and outcomes.

Monitoring and Evaluation: Students monitor the progress of their project, collecting data on energy consumption and respective savings. They additionally evaluate the effectiveness of their implementations and make adjustments, when needed.

Through the integration of these strategic approaches, students will not only generate creative solutions but also develop the abilities and understanding required to assume significant roles in the field of renewable energies. Initiatives for education and community involvement will be launched concurrently in order to increase understanding, encourage behavior modification, and create a conducive atmosphere for a school’s use of sustainable energy sources.

Phases of Problem Solving

Timeframes of Activities by months:

Month 1: Research and data collection.
Month 2: Development of solutions and prototypes.
Month 3: Monitoring and Evaluation.
Month 4: Presentation and implementation of final solutions.

Outcomes

Immediate Outcomes:

The current status of the school’s energy supply is recorded and documented.
Prototypes and pilot projects demonstrating renewable energy solutions.
Increased awareness and engagement from the community regarding renewable energy systems in schools.

Long-Term Outcomes:

The VET students develop a plan to sustain the use of renewable energy in a school. This might include establishing a student-led energy committee and integrating renewable energy topics into the school curriculum.
Students explore ways to expand their initiative to other schools/institutions in the district or community, sharing their success stories and best practices to inspire broader adoption of renewable energy.

Innovative Aspects:

Integration of sustainable energy sources into a schools existing energy system.
Use of digital tools and apps to determine the best sustainable energy solution for the use case of a school.
Community engagement and awareness raising campaigns.

Impact of the Project

Owners of the Result:

Local Government and/or school administration
Involved companies and NGOs
VET providers

Related Outcomes:

Development of a plan to sustain the use of renewable energies in a school.
Reduced greenhouse gas emissions and environmental impact of a school’s energy supply.
Enhanced collaboration between academic institutions (school administration), local governments, NGOs, companies and the community.

Environmental Changes:

Reduction of negative environmental impacts (especially greenhouse gas emissions) by switching to renewable energy sources.
Increased proportion of renewable energy sources in a school’s overall electricity mix and cost savings in the long term.

The project’s success will be measured by its contribution to a more environmentally friendly energy supply system for a school. By fostering innovation, collaboration, and community engagement, the project aims to create a lasting impact on a school’s energy supply system and pave the way for a more sustainable and climate-friendly future.

Competences Gained Through the Project

This CBL project is designed to equip students with a valuable set of competencies that will benefit them in their academic and professional careers. Here’s a breakdown of the key competencies students can expect to develop:

Technical Skills:

Data Analysis and Visualization: Students will hone their skills in collecting, analyzing, and interpreting data on renewable energy systems, greenhouse gas emissions, and public opinion. They will learn to use data visualization tools to effectively communicate findings.
Digital Literacy: Project activities will involve utilizing various digital tools and platforms, including social media, educational software, and potentially mobile app development. Students will gain proficiency in navigating the digital landscape and applying these tools for renewable energy solutions.
Project Management: Participating in a collaborative project fosters project management skills such as planning, organization, task delegation, and meeting deadlines. Students will learn to manage their time effectively and collaborate productively within a team.

Problem-Solving and Critical Thinking:

Systems Thinking: The project requires analysis of the energy supply system as a whole, considering the interaction between different components. This fosters system thinking and the ability to identify root causes of problems.
Creative Problem-Solving: Students will be challenged to develop innovative solutions to complex energy supply challenges. Brainstorming techniques, design thinking methodologies, and user-centered approaches will be employed to encourage creative thinking and the generation of effective solutions.
Critical Evaluation: Throughout the project, students will be required to critically evaluate proposed solutions, consider their feasibility, and assess their potential impact on the school and the community.

Communication and Collaboration:

Effective Communication: Students will need to communicate effectively with diverse audiences, including peers, stakeholders (local government, NGOs, companies), and the public. They will hone their written, verbal, and visual communication skills.
Teamwork and Collaboration: The project emphasizes collaborative learning, requiring students to work effectively within a team. They will learn to share ideas, manage conflict, and contribute to achieving common goals.
Stakeholder Engagement: The success of the project hinges on productive relationships with stakeholders. Students will develop skills in stakeholder identification, communication, and collaboration, understanding the importance of involving various players in the solution development process.

This comprehensive set of competencies will empower students to become future experts in renewable energy solutions. They will be equipped to tackle complex problems, innovate solutions, collaborate effectively, and contribute to a more sustainable future.

Open Educational Resources (OERs)

References

Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Biodiversity impacts associated to onshore wind power projects. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Biodiversity impacts associated to solar power projects. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Bennun, L., van Bochove, J., Ng, C., Fletcher, C., Wilson, D., Phair, N., Carbone, G. (2021). Mitigating biodiversity impacts associated with solar and wind energy development. Guidelines for project developers. Gland, Switzerland: IUCN and Cambridge, UK: The Biodiversity Consultancy.
Lammerant, L., Laureysens, I. and Driesen, K. (2020) Potential impacts of solar, geothermal and ocean energy on habitats and species protected under the Birds and Habitats Directives. Final report under EC Contract ENV.D.3/SER/2017/0002 Project: “Reviewing and mitigating the impacts of renewable energy developments on habitats and species protected under the Birds and Habitats Directives”, Arcadis Belgium, Institute for European Environmental Policy, BirdLife International, NIRAS, Stella Consulting, Ecosystems Ltd, Brussels.
Commission Notice C(2020) 7730 final, Brussels 18.11.2020. Guidance document on wind energy developments and EU nature legislation. Arcadis Belgium nv/sa and NIRAS Ltd.
European Commission, Directorate-General for Environment, Guidance on energy transmission infrastructure and EU nature legislation, Publications Office of the European Union, 2018, https://data.europa.eu/doi/10.2779/827210
MITECO, 2022. Guía para la elaboración de estudios de impacto ambiental de proyectos de plantas solares fotovoltaicas y sus infraestructuras de evacuación (Guide for elaboration of EIAs of photovoltaics power plants).

Scenario 3: Renewable Energies

Eco-Digithon – The competition for the Eco-Innovators in Spain

Eco-Digithon – The competition for the Eco-Innovators in Italy

Groups