International approaches to renewable energy education – A faculty professional development case study with recommended practices for STEM educators

This case study examines the impact of international learning exchanges that took 14 U.S. renewable energy educators to Australia/New Zealand and Germany/Denmark to study renewable energy education approaches and their applications to American STEM education. The research involved structured visits to technical institutions, industry sites, and policy organizations, with follow-up assessment conducted three years after the initial exchanges to measure lasting impacts on teaching practices, curriculum development, and professional knowledge.

The researchers argue that preparing STEM students for employment in the increasingly multinational renewable energy sector requires understanding diverse international approaches to workforce development and education. Traditional domestic professional development often lacks the global perspective necessary for educators to prepare students for participation in international technical industries and supply chains.

The study identified three key educational findings with significant implications for STEM practice. First, national energy policy vision drives educational consistency by providing the long-term stability necessary for educational institutions to justify investments in emerging technology programs. Germany's Energiewende, passed with 85% parliamentary support and 93% public approval, provided long-range energy planning that enabled consistent educational investment, contrasting with approaches in the U.S. and Australia that rely primarily on short-term market forces.

Second, successful international programs integrate renewable energy concepts into traditional STEM curricula rather than creating specialized degrees. Industry feedback consistently indicated that broad electromechanical foundations prove more valuable than narrow specializations, as traditional skills from electrical, industrial maintenance, and engineering fields transfer effectively to renewable energy applications. This integration approach leverages existing human and financial resources while providing students with adaptable foundational knowledge.

Third, strong collaboration between education, industry, and trade unions creates more effective workforce preparation than traditional advisory models. Germany's dual-system approach involves systematic industry engagement with students spending significant time in company apprenticeships supported by standardized vocational school instruction. Australia's TAFE model features Industry Skills Councils that provide direct industry voice in education while offering flexible delivery options including part-time, evening, and work-study combinations.

Three years post-exchange, participants demonstrated significant lasting impacts across multiple dimensions. Seventy-five percent developed new presentation materials, 90% incorporated increased international perspectives in courses, and 67% adopted new instructional techniques. Curriculum changes included 75% adapting or expanding existing courses, 67% changing student recruitment approaches, and 58% modifying industry partnerships.

The research revealed how structured international professional development creates lasting change through competitive selection processes that ensure committed participants, diverse site visits that include educational institutions and industry facilities, professional translation services for non-English destinations, peer learning opportunities, and structured reflection with dissemination requirements.

For environmental educators, this demonstrates the value of international professional development in expanding pedagogical approaches and understanding global contexts for environmental challenges. The model suggests that rather than creating isolated environmental specialty programs, educators should integrate environmental concepts into traditional STEM foundations while building systematic industry partnerships that go beyond traditional advisory structures. The approach emphasizes the importance of advocating for policy stability that supports long-term educational planning while designing programs with flexibility to adapt to changing conditions.