Bridging knowledge and practice: service-learning as a teaching method for sustainable energy in Environmental Engineering

Abstract

This paper investigates the role of service-learning as an effective teaching method in Environmental Engineering education, specifically within the context of sustainable energy practices. Service-learning, an approach that integrates community service with academic instruction, provides students with hands-on, real-world applications that complement theoretical knowledge. This study explores a project designed to engage Environmental Engineering students in sustainable energy initiatives by partnering with local high schools. University students present and work on a prototype of an energy-independent solar house, which incorporates both solar and geothermal energy systems, to demonstrate practical applications of renewable energy. The objectives are threefold: to bridge the gap between academic learning and practical implementation, to empower students with technical skills in sustainable energy solutions, and to foster a sense of social responsibility towards environmental sustainability. Through interactive learning modules and hands-on activities, students develop a deeper understanding of renewable energy technologies and the engineering principles underlying sustainable infrastructure. Surveys conducted before and after the project evaluate the students’ knowledge, technical skills, and engagement with sustainability topics, highlighting the benefits and challenges of this teaching approach. Findings show that service-learning not only enhances students' technical competencies but also strengthens their problem-solving, teamwork, and critical thinking skills. This paper contributes to the growing body of research on experiential learning in engineering education, underscoring the potential of service-learning to foster meaningful learning experiences and prepare students for the pressing challenges of sustainable development.