1. Introduction: Theoretical Background, Aims, and Research Questions

The integration of sustainable technologies into everyday education is gaining global significance, especially regarding the advancement of STEM competencies and the urgent need to address climate change through innovative educational strategies. This paper presents findings from the ELEVATE project (Educational Learning Ecosystem for Virtual and Applied Teaching Experiences), which investigates how hands-on, project-based learning can enhance students’ motivation, self-efficacy, and problem-solving skills in the field of renewable energies. Recent studies show that collaboration between schools and universities not only increases perceived relevance and motivation in STEM education but also supports the development of future skills such as adaptability, teamwork, and critical thinking, particularly when students address real-world challenges such as the energy transition (Ikävalko et al., 2024). Project-based learning approaches in renewable energy education have consistently been shown to enhance students’ conceptual understanding, creativity, and collaboration skills (Al-Kamzari, F., & Alias, N., 2025). Against this background, the project's primary objective is to create innovative, modular learning ecosystems that foster both technical and social skills. The framework, originally designed for university-level learners, was adapted and successfully implemented at the high school level, offering authentic engagement with renewable energy topics. This leads to the research question: How does joint project-based learning between secondary schools and universities influence students’ perceived relevance, motivation, and skill development in STEM education, especially in the context of renewable energy?

2. Methods

Within the ELEVATE project, upper secondary school students participated in a module where they developed and implemented an autonomous photovoltaic system to power a microscope for biological outdoor experiments at a local biotope. The project was supported by technical mentoring programs, shared resources, and close collaboration between schools and universities. Teacher training students were actively involved in both the development and implementation of the project, gaining practical experience in curriculum design, technical mentoring, and the delivery of STEM content. The didactic approach was rooted in project-based and inquiry-based learning, with students working in interdisciplinary teams to solve complex, real-world problems. University-level tools and methodologies were introduced into the school context, bridging the gap between secondary and higher education. The evaluation of the module’s effectiveness was carried out through standardized questionnaires capturing changes in motivation, self-efficacy, and technical competencies, as well as feedback loops and analysis of project results regarding competence gains and engagement. The effectiveness of project-based learning for fostering critical thinking and collaboration, especially on renewable energy topics, has been shown in recent research (Rachmawati & Wiyatmo, 2025).

3. Results and Discussion

Initial runs of the ELEVATE project demonstrate that students significantly improve their problem-solving skills and self-efficacy through the practical application of theoretical content and exposure to authentic STEM challenges. Collaboration with university mentors and access to advanced resources opened new perspectives on academic and technical career paths and strengthened the connection between school and university education. Teacher training students benefited from the opportunity to develop and test innovative teaching methods and position themselves as change agents within the education system. The results highlight the importance of interdisciplinary and cross-institutional collaborations for the success of STEM and sustainability education. Students reported increased motivation, a greater sense of relevance and ownership in their learning, and improved communication and teamwork abilities. Challenges identified included aligning curricula between school and university contexts, managing varied prior knowledge, and sustainably integrating technical infrastructure into everyday school life.

4. Educational Significance of the Research

The ELEVATE project illustrates that project-based and collaborative approaches not only impart technical knowledge but also promote well-being, social skills, and future competencies among learners. Close collaboration between schools and universities provides a model for future-oriented educational innovation and encourages the development of inclusive, modular learning environments. By bringing together technical, environmental, and social learning objectives, the project prepares both teachers and students for the challenges of a sustainable future and enables access to new educational pathways in renewable energy and technology. The approach supports lifelong learning and adaptability, positioning learners as proactive contributors to the energy transition and systemic innovation.

Knowledge and science communication — particularly the sharing of ideas with others — have become increasingly important for participatory societies and democratic systems. Consequently, future-skills-oriented education expects learners not only to acquire disciplinary knowledge, but also to communicate and justify scientific ideas in relation to those of others (OECD [2019] 2020). This shift underscores the growing relevance of competencies that enable learners to make their thinking transparent, accountable, and meaningful in social contexts – an ability that can be understood as epistemic agency. Accordingly, within school education, being able to present scientific content is required and challenging as well. Learners must structure complex knowledge, explicate reasoning processes, and address audiences in a responsible and comprehensible manner (Herbein u. a. 2021; Ruth 2020). Communication and presentation skills have found entry into educational standards in numerous countries (Lipphardt u. a. 2017).

This raises the question of how these competencies can be systematically fostered within subject teaching. Communication skills are also increasingly considered to be part of science education (Niedermeier u. a. 2023). Furthermore, it is evident that communication skills are often adequately developed. One goal of science education in schools is to increase interest in science, but this does not seem to be easy to achieve. In this context, extracurricular learning opportunities and contests can make a valuable contribution, particularly by supporting learners’ attitudes and motivation toward sharing ideas and knowledge—an increasingly relevant dimension in knowledge-based societies.

Despite the curricular and societal relevance, presentation competence remains theoretically underrepresented in relation to other key competencies. Presentations are often treated as generic communication skills, rather than as multimodal epistemic practices that integrate linguistic, visual, and performative information. Yet, preparing and delivering scientific presentations can function as a catalyst for the development of future-relevant skills, such as critical thinking (e.g., evaluating and curating sources), creativity (e.g., constructing comparisons or designing slides in an effectful way), and empathy through audience-oriented knowledge transformation.

Empirical studies report positive effects of presentation training (e.g. Ruth 2020) as well as self-explanation on students’ engagement with scientific content. Moreover, extracurricular learning environments and educational programs have been shown to positively influence students’ interest in, and engagement with, scientific topics.

To date, there is limited empirical evidence on communicative interest in scientific topics at lower and upper secondary levels. In particular, there is a lack of systematic insight into how students’ interest in scientific topics develops in connection with specific educational interventions, such as presentation-based contests.

This study contributes to future-oriented education by empirically substantiating presentation competence as an empowerment factor that supports learners’ STEM skills. Accordingly, we ask: How do secondary school students develop (i) their interest in communicating science-related topics and (ii) their enjoyment and interest in science over the course of participating in an extracurricular presentation contest?

We report findings from a post hoc study of students (N = 55) who participated in the 2025 finals of Jugend präsentiert - , a national presentation contest for secondary school students in Germany. This questionnaire included the PISA scale for measuring enjoyment and interest in science (Frey u. a. 2016), and newly developed items assessing interest in science communication. Participants retrospectively reported their motivational attitude prior to the contest as well as their attitudes following participation. The results indicate statistically significant positive effects for both communicative interest and interest in science.

In addition, we present findings from an ongoing study conducted during this contest year. This sample includes more students as well as students who do not make it to the finals, providing complementary insights into the development of interest and enjoyment at an earlier stage of participation.

We discuss these findings in relation to other educational programs aiming at developing secondary school students' (communicative) enjoyment and interest in science. This study shed lights on motivational research which is important for educational and professional decision-making. In addition, we outline the future studies required to develop a more nuanced perspective, and we discuss first implications for educational practice.

Introduction: Theoretical Background, Aims, and Research Questions

Multiple factors—ranging from technological advancements and digitalization to global societal challenges such as sustainability and the energy transition—require a fundamental rethinking of STEM education, especially in engineering and renewable energy. Future professionals need not only technical expertise, but also competencies such as systemic thinking, teamwork, problem-solving, adaptability, and lifelong learning. Responding to these challenges, this paper presents a conceptual framework for integrating the extended complete action model as described by Mesch & Meisel (2022) into engineering education, with a specific focus on renewable energy topics. The aim is to design modular, interdisciplinary teaching units that systematically foster holistic competence development, guiding learners through the interconnected phases of the complete action. The phases of the extended complete action model according to Mesch & Meisel (2022) comprise the analysis of an authentic learning situation, goal setting, planning, decision-making, action/implementation, scientific deepening, monitoring and control, as well as reflection and perspective-taking. The guiding research question is: How can the extended complete action model be implemented in modular, action-oriented renewable energy engineering education to foster future skills, such as self-efficacy, systemic thinking, teamwork, and problem-solving, among diverse learner groups?

Methods: Conceptual Development and Teaching Designs

At the current stage, the project focuses on developing modular learning units for engineering courses in renewable energy. These units are structured to immerse students in authentic, interdisciplinary challenges that mirror real-world energy transition problems. Each unit starts with a situation analysis, encouraging students to reflect and adopt various perspectives. They assess current energy systems, sustainability goals, and societal needs. Clear goals for the learning and solution process are then defined. In the planning phase, teams develop innovative approaches integrating scientific, engineering, and socio-economic perspectives. Decision-making balances technical feasibility with ethical and ecological considerations. The action phase involves hands-on experimentation and prototyping, such as constructing autonomous photovoltaic systems or developing models for energy storage. The monitoring phase includes data collection, system monitoring, and improvement. Reflection enables critical assessment of processes and outcomes, supporting metacognitive development. The modular design allows adaptation for higher education, teacher training, and secondary school contexts, leveraging digital tools and blended learning formats to support flexible participation. The effectiveness of the designs will be assessed through standardized questionnaires on skills and reflective assignments capturing personal development and engagement.

Expended Outcomes and Discussion

By presenting a novel conceptual framework and innovative teaching designs, this contribution aims to open new perspectives for technical and future skill development in engineering education. The extended complete action model offers promising potential to bridge the gap between theoretical knowledge and practical application, deepen student engagement, and foster a sense of ownership over the learning process. This approach empowers students to integrate diverse perspectives, recognize the interconnectedness of energy, environment, and society, and collaboratively address complex challenges. The modular and interdisciplinary design actively promotes inclusivity, allowing learners from various backgrounds to contribute creatively and meaningfully to problem-solving in renewable energy contexts. In discussing the concept, particular attention is given to anticipated opportunities for competence development and curriculum innovation, as well as to possible implementation challenges such as interdisciplinary coherence, technical infrastructure, and outreach scalability. The presentation of these concept ideas is intended to stimulate dialogue, inspire further research, and provide a foundation for future empirical studies in STEM education.

Educational Significance of the Concept

This modular and interdisciplinary concept offers a replicable blueprint for embedding future skills in engineering and STEM curricula, tailored to the urgent requirements of the energy transition and sustainability. By leveraging the extended complete action model as described by Mesch & Meisel (2022), the proposed framework integrates technical, environmental, and social learning objectives, supporting the holistic development of learners as proactive agents of change. The design promotes lifelong learning, adaptability, and resilience, equipping students and educators for ongoing personal and professional growth in a rapidly changing world. Alignment with international educational goals and didactic best practices ensures relevance and transferability across diverse institutional contexts. The concept highlights the potential of action-oriented, competence-based education to empower the next generation for leadership in energy and sustainability sectors.

Reference

Mesch, Marcus; Meisel, Annika (2022): Lehr-Lernprozesse mit dem Modell der vollständigen Handlung gestalten. Bielefeld: wbv, Reihe: Unterricht gestalten, DOI: 10.3278/I70346.