Coming to understand sustainable energy using guided self-directed learning

Contemporary engineering education faces evolving challenges due to shifting professional, social, and student demands. While traditional knowledge transfer methods persist, there is growing recognition among leaders in engineering education of the inadequacy of passive learning approaches for addressing complex, multidimensional problems. Moreover, the imperative to cultivate sustainability capabilities among engineering students necessitates a departure from conventional pedagogies toward more innovative and inclusive educational practices. This study explores the efficacy of guided self-directed learning (GSDL) methods in promoting both cognitive and emotional engagement among undergraduate engineering students, while focusing on sustainable energy education. Over four semesters (Fall 2019, Fall 2020, Spring 2021, and Spring 2022), a total of 609 students (N = 609) enrolled in a sophomore-level thermodynamics course were introduced to guided self-directed assignments and active learning strategies, delivered through in-person (2019, 2022), synchronous online (2020), and hybrid (2021) modes of instruction. These approaches aimed to enhance problem-solving skills while fostering both cognitive and emotional connections to sustainability issues. Of these students, 351 (n = 351) actively participated in the study. By integrating these strategies, the course promoted deeper engagement with the material and its real-world applications, encouraging students to explore and strengthen their understanding of sustainability concepts, including the United Nations Sustainable Development Goals (SDGs). Furthermore, the study underscores the importance of fostering collaborative interdisciplinary learning communities and incorporating an understanding of new technologies into various learning environments. While challenges such as student anxiety and varying levels of interest remain, the adoption of GSDL approaches holds promise for encouraging future engineers to think more creatively, critically, and independently while also developing greater empathy. Student evaluations of the course support these “think-feel-do” methods. Guided Self-Directed Learning also presents itself as a potential foundation for developing solutions to sustainability challenges. We propose that the transformative educational practices we probe in this paper can help inspire students to transcend traditional paradigms and catalyze positive shifts toward a more sustainable future.