Shaping the Engineers of Tomorrow: Integrating Renewable Energies and Advanced Technologies in Electrical and Electronics Engineering Education

Abstract

This article examines the comprehensive changes and adjustments made to the Bachelor’s degree program in Electrical and Electronics Engineering (BSc) to align with the growing need for sustainable energy solutions. The primary objective of these revisions is to equip future engineers with a deep understanding of both traditional fossil energy sources and emerging renewable energy technologies, with a particular emphasis on smart grids. The revamped curriculum integrates advanced content delivery through a unique blend of professional laboratories, in-person lectures, discussions with industry experts, and online courses. By providing a holistic educational experience, the program aims to prepare graduates to lead the transition towards sustainable energy systems, fostering innovation and resilience in the energy sector.

1. Introduction

Renewable energy and energy efficiency technologies are essential for establishing a clean-energy future globally. Current global energy consumption is heavily dependent on coal, oil, and natural gas. These fossil fuels are non-renewable, relying on finite resources that will eventually deplete, becoming either too costly or too environmentally harmful to extract [1]. In contrast, renewable energy resources, such as wind, water, and solar energy, are constantly replenished and will never run out [2,3,4]. Leading European universities have integrated renewable energy courses into their Engineering programs to address the global shift towards sustainable energy solutions. For instance, the Technical University of Denmark (DTU) offers a Master’s program in Sustainable Energy that covers wind power, solar energy, and bioenergy [5]. Similarly, ETH Zurich provides specialized courses in renewable energy within its Department of Mechanical and Process Engineering, focusing on solar energy systems and energy efficiency [6]. The University of Edinburgh has also developed a comprehensive suite of courses in its School of Engineering, including a Master’s program in Renewable Energy Engineering, which covers the technical, environmental, and economic aspects of renewable energy technologies [7]. Due to the rising need for professionals and academics with a background and understanding in the renewable energy field, the Holon Institute of Technology (“HIT”) developed a new program at the Faculty of Electrical Engineering. The Renewable Energy program teaches the students technical and practical aspects of energy use (technology and methodology of the study) and energy efficiency. World energy consumption relies heavily on coal, oil, and natural gas. The last decades have been dominated by the rapid changes introduced by the technology revolution, which has had a tremendous influence on our daily lives. Today, we face a myriad of new challenges [1,8,9]. Technology-based industries have matured in many ways, and the required skills for future engineers are much more complex than previously, in a world where “machines and computers” execute many of the engineering tasks [10,11]. Most importantly, we are facing a new generation of sophisticated students, who were born into the digitized/multimedia world. The mission of the study program is to encourage and initiate academic development through the development of new study programs and methods while being responsive to the rapidly changing trends in the field. The proper education of undergraduate students must also be a function of market needs and predictions of how technology will develop in the foreseeable future [12,13]. In response to the growing demand for expertise in emerging technological fields, the faculty has introduced additional programs that address current economic trends, such as big data, data science, artificial intelligence, and the Internet of Things (IoT). These new courses are available as electives within the degree program, allowing students to tailor their education according to their interests. Alongside the foundational courses in Mathematics, Physics, and Electrical Engineering, students can choose from these cutting-edge subjects to enhance their skill sets and broaden their career prospects, ensuring they are well-prepared for the dynamic and interdisciplinary nature of modern engineering roles [11,12]. Solarz et al. offer a thorough examination of the changing landscape of energy security education. Their analysis addresses critical issues such as maintaining a secure and competitive economy and ensuring nuclear safety. Within the framework of energy transition and sustainable development, the study investigates the global dependence on both non-renewable and renewable energy sources. It highlights the continuous need for education on energy sources, propelled by technological advancements and educational innovations, and suggests that future curriculum updates are necessary to better align with these evolving trends [13,14]. To ensure that graduates are well-qualified to meet future market needs, meticulous attention must be paid to maintaining high standards in fundamental courses and imparting practical tools and skills. It is also important to introduce a wide variety of new subjects. The aims and goals of the Engineering Faculty are to provide students with a rich and comprehensive study program, keep the study program updated to meet the ever-changing requirements for future engineers, enrich students’ theoretical knowledge, teach practical and design skills and knowledge, and adapt teaching methodologies and techniques to focus on understanding as a goal [15,16,17]. The program enables students to achieve self-learning skills and acquire expertise through practice by understanding, constantly updating the teaching methods and the study program, maintaining relationships with various relevant industry sectors, introducing students to state-of-the-art equipment and facilities for conducting experiments that reinforce their understanding of theoretical and practical issues studied in courses, promoting research in various fields, and exploring cooperation with other institutes in Israel and abroad. The motivation stems from the pressing need to equip future engineers with the knowledge and skills necessary to navigate and contribute to the rapidly evolving energy landscape. As the global community increasingly shifts towards sustainable energy solutions, it is imperative that Engineering education reflects these changes [16]. By integrating renewable energy technologies and advanced methodologies into the curriculum, educators can ensure that graduates are not only proficient in contemporary engineering practices, but also prepared to innovate and lead in the development of sustainable energy systems [8,17]. This approach addresses the critical demand for engineers who can balance technical expertise with an understanding of environmental impact, thereby fostering a generation of professionals capable of driving forward the energy transition and supporting global sustainable development goals [18].

2. Trends in the Field of Energy

The energy field is currently thriving due to several critical factors, including the world energy crisis, political trends that have caused a rise in oil prices, and other pressing environmental issues [14]. These factors have catalyzed the emergence of new and fascinating fields focused on energy, leading to a shift towards renewable energy sources and the need to optimize the current electrical grid with modern tools. One significant area of research and development that has emerged from these needs is the smart grid. The smart grid represents a revolutionary approach to energy management, creating new interactions among various disciplines with the aim of establishing an electrical grid controlled by computers interconnected via a cutting-edge communication network [18]. This technological and conceptual revolution was further propelled by the receipt of a research award funded by the Chief Science Officer of Israel, leading to the establishment of the Renewable Energy and Smart Grid Excellence Center at HIT in June 2011. This center is unique in that it includes HIT’s researchers and leading industry figures from various energy fields, as well as design researchers, HIT’s maintenance manager, and students. The center’s objectives are twofold: to teach and enrich students with the most recent technologies in the energy field and to foster scientific collaborations that will lead to prestigious grants and the publication of joint research papers. Collaboration with industry facilitates the creation of joint ventures that enhance both research and the institute’s reputation in this field. Israel’s status as an energy island is influenced by its geopolitical situation in the Middle East, marked by complex relationships with neighboring countries and a historical lack of significant fossil fuel resources [2,8,9]. The Ministry of Energy and Water Resources in Israel has been actively working to integrate renewable energy into the national electricity market, aligning with global trends towards replacing fossil fuels with renewable sources such as wind, solar, and hydropower. Despite ambitious government targets, progress has been slow due to regulatory challenges and restrictions on photovoltaic, hydropower, and wind energy projects. However, updated goals are now aimed at 13% and 17% renewable-energy-based electricity production by 2025 and 2030, respectively, making renewable energy a top priority for the country [18,19]. Israel stands at a critical juncture in its energy policy, striving to achieve ambitious renewable energy targets amidst a rapidly evolving global landscape. Despite these advancements, significant challenges persist, including bureaucratic hurdles at the local level that have impeded the timely execution of renewable energy projects [20].

Looking ahead, the integration of alternative energies into Israel’s electricity sector necessitates a multifaceted approach. Innovative solutions, such as agro-photovoltaic facilities that generate clean electricity while optimizing land use by integrating solar technology with agricultural activities, are emerging as promising alternatives. The future of Israel’s energy landscape hinges on advancements in technology and policy frameworks that foster resilience and efficiency. The ongoing research and development in agro-voltaic systems exemplify a forward-thinking strategy to leverage renewable resources while mitigating land-use conflicts. Collaborative efforts between industry, government, and academia will be crucial in overcoming existing challenges and achieving these ambitious energy goals [18,20]. Collaborative efforts between ministries and stakeholders underscore a concerted push toward holistic energy solutions that align economic growth with environmental stewardship. Israel faces significant challenges in its electricity supply, particularly during peak demand periods. Energy efficiency measures have become crucial in addressing these issues. The pursuit of energy independence is achieved through a three-pronged approach: the development of domestic natural gas reserves, investment in renewable energy sources, and a strong focus on energy efficiency [15,17]. By balancing these elements, Israel aims to meet its energy needs while minimizing its environmental impact. Energy efficiency also stands as a cornerstone of Israel’s strategic approach to sustainable development and environmental stewardship. Israel’s strategy integrates public participation and stakeholder engagement throughout the formulation and implementation of its national energy efficiency plan [4,18]. By soliciting feedback from the public and interested parties, the Ministry of Energy ensures that policies reflect diverse perspectives and incorporate best practices from international benchmarks. This inclusive approach enhances the plan’s effectiveness and fosters transparency and accountability in achieving energy efficiency goals [1,2,3,4].

3. Application in Engineering Education

Traditionally, the Electrical and Electronics Engineering curriculum focused heavily on the fundamentals of electrical theory, circuit design, control systems, and power electronics, with a limited emphasis on renewable energy sources and smart grid technologies. The Electrical and Electronics Engineering curriculum is structured to provide a comprehensive education, combining foundational scientific knowledge with advanced engineering principles and interdisciplinary learning. The 4-year degree program features the following six tracks: Power Systems and Renewable Energy, Communication Engineering, Bio-Engineering, Electro-Optics and Image Processing, Control and Robotics Track, and Embedded Computer Systems. The program comprises a total of 196 semester hours (sh) and 161.5 credit points (cp). This includes 63 sh (52 cp) of fundamental courses in scientific subjects such as Mathematics, Physics, and Programming, and 78 sh (66 cp) dedicated to essential Engineering courses. Core and elective courses account for 47 sh (35.5 cp), allowing students to pursue specialized topics and innovative technologies. Additionally, 8 sh (8 cp) are allocated to multidisciplinary courses, promoting a well-rounded educational experience [21]. In response to the evolving energy landscape and the vision of training future engineers suited to these changes, the undergraduate Engineering curriculum has been significantly adjusted. The primary goal of these changes is to prepare graduates to become engineers who consider both fossil energy sources and renewable energies, as well as smart grids. The revised program introduces students to advanced content through a unique blend of professional laboratories, face-to-face lectures, industry expert discussions, and online lectures. This new curriculum integrates a practical laboratory focused on renewable energies, employing an innovative method that eschews traditional paper-based laboratory reports. Students engage in hands-on learning experiences, gaining practical skills that are essential for the renewable energy sector [2,3,8]. Frontal lectures are enhanced by the participation of industry experts, providing students with real-world insights and up-to-date knowledge about the energy field. The inclusion of online courses ensures that students receive a comprehensive understanding of the theoretical foundations necessary to grasp and apply modern energy procedures. This hybrid approach—combining practical laboratory work, expert-led lectures, and robust theoretical courses—ensures that students are well-equipped to navigate and contribute to the rapidly changing energy sector [9]. By fostering a deep understanding of both traditional and renewable energy sources, as well as smart grid technologies, the curriculum aims to produce engineers who are adept at addressing the challenges and opportunities of the future energy landscape. The integration of advanced educational methodologies reflects a commitment to innovation and excellence in engineering education, preparing students to lead and excel in the dynamic field of energy [8,21,22].

3.1. Professional and Innovative Courses in the Energy Field

In order to prepare graduates to become future engineers who consider not only fossil energy sources but also renewable energies and smart grids, the revised program introduces students to advanced content through unique courses developed specifically for this program. These courses are taught through face-to-face lectures that combine insights from industry experts with practical applications of the technologies in everyday life. The Introduction to Renewable Energy course is designed to introduce students to electrical energy generation using energy sources other than fossil fuels. The course covers contemporary power generation and distribution, focusing on the performance, technology, and efficiency of energy systems based on renewable sources such as wind, water, solar, geothermal, and energy from waste [3,4,20]. Students explore the economic principles of energy utilization, conventional energy production, and the integration of various alternative energy sources.

In the Scientific Basis for Renewable Energy course, students gain basic knowledge of general Chemistry, thermodynamics, and Biology, forming the foundation for understanding renewable energies. Topics include principles and concepts in chemistry, chemical reactions, atomic structures, chemical bonds, molecular connections, oxidation-reduction reactions, chemical equilibrium, states of matter, properties of metals, macromolecules, cell theory, microorganisms, bioenergy, kinematics, dynamics, and flow measurement.

The Wind and Water Energy Systems course provides students with basic knowledge of aerodynamics, characteristics of wind and water resources, and the fundamentals of wind turbines and generators. The course covers wind speed characteristics, power relations, system components, design features, aerodynamics, electrical aspects, and modeling of wind turbines, as well as ocean thermal, wave, current, and tidal energy conversion.

Fuel Cell Principles and Design educates students on fuel cell systems, components, and principles of operation and design. Students learn about technical fuel cell terms, types and technologies of fuel cells, electrical characteristics, system components, voltage drops, applications, control circuits, fueling, DC and AC energy transfer, and safety hazards associated with fuel cells.

In the Solar Cells System Design course, students learn about the design and operation of photovoltaic systems. The emphasis is placed on the practical aspects of engineering photovoltaic systems, including site evaluation, system components, techno-economic considerations, semiconductor properties, solar cell technologies, and the design of photovoltaic arrays, battery arrays, and control systems. The course also covers stand-alone and grid-connected system design, maintenance, and installation considerations.

The Smart Grid course addresses the global effort to reduce greenhouse gas emissions and the technological advancements in power systems. Students gain knowledge of electricity market regulations, generation, transmission, and distribution systems, system operation, reliability indices, renewable energy and storage integration, distribution network automation, smart metering systems, smart network communication, and smart grid information architecture.

Finally, the Renewable Energy and Smart Grid Business Entrepreneurship course provides students with the knowledge and practical tools needed for entrepreneurial management in green energy technology and smart networks. The course covers major issues related to developing, constructing, and managing new activities or startups in this field. Students work in teams to prepare business plans, conduct environmental analyses, and develop strategies for new ventures, focusing on innovation, technology entrepreneurship, business strategy, marketing strategy, business models, funding management, and incorporation procedures.

The teaching methods employed in the revised curriculum are designed to maximize student engagement and comprehension through a diverse blend of instructional approaches. Each course is structured to span a semester (12 weeks), with students dedicating 3.5 semester hours and 2 credit points per course. This time is strategically divided between lectures and interactive discussions, ensuring a balanced and comprehensive learning experience. Face-to-face lectures are complemented by industry expert talks, providing students with real-world insights and the latest advancements in the energy sector. Online lectures provide flexibility and access to a wealth of resources, enabling students to deepen their understanding of complex topics at their own pace [23]. Together, these courses are designed to prepare students to become more updated and professional engineers in the field of renewable energy and smart grids, equipped with the necessary knowledge and skills to address the challenges of the 21st century [16].

3.2. Renewable Energy Laboratory

Engineering is a practicing profession devoted to harnessing and modifying the fundamental resources of energy, materials, and information for technological creation. The overall goal of Engineering education is to prepare students to practice engineering, particularly in dealing with the forces and materials of nature. Since the earliest days of engineering education, instructional laboratories have been an essential part of undergraduate studies, playing a crucial role in developing practical skills such as designing, problem-solving, and analytical thinking [24]. Well-designed laboratories can significantly enhance these skills for graduate engineers. One exemplary implementation of this vision is the Renewable Energy Laboratory at the Renewable Energy and Smart Grid Excellence Center. This laboratory serves as both a teaching and a research facility, featuring six experiments, including three on photovoltaic energy, one on wind power, and two on water energy. The laboratory possesses the following equipment: (a) Photovoltaic Panel Simulator System. This system is designed to simulate the behavior of photovoltaic panels under various conditions, providing students with hands-on experience in understanding the performance characteristics of solar energy conversion. It includes features for adjusting sunlight intensity and panel orientation, enabling practical experimentation with optimal energy capture. (b) Array Simulator of Photovoltaic Panels. The array simulator replicates the configuration of multiple photovoltaic panels as they would be installed in an actual solar array. Students can study the collective performance of these panels, including aspects such as shading effects and panel interconnections. This setup facilitates learning about the operational challenges and efficiency considerations of real-world solar installations. (c) Wind Energy Turbine. The wind energy turbine in the laboratory allows students to explore the principles of wind energy conversion. It includes components for studying the aerodynamics, rotor dynamics, and power generation characteristics of wind turbines. This practical setup supports hands-on learning in designing and optimizing wind energy systems, which are crucial for renewable energy applications. (d) Hydroelectric Energy and Flow Losses. This setup focuses on hydroelectric energy generation and the associated flow losses. It includes experimental apparatuses that simulate water flow dynamics through turbines, emphasizing the efficiency and operational factors affecting hydroelectric power generation. Students gain insights into the complexities of harnessing water resources for sustainable energy production (Figure 1) Fuel Cells. The Fuel Cells section of the laboratory features equipment aimed at studying fuel cell technologies. This includes proton exchange membrane fuel cells (PEMFC) that are equipped with systems for measuring electrical characteristics, including voltage, current, and power outputs under different operating conditions. Students can explore the electrochemical processes involved in fuel cell operation and learn about system design, fueling mechanisms, and safety protocols. Smart Grid. The smart grid section integrates advanced technologies for the modernization of electrical power systems. It includes simulation models and hardware setups for studying grid integration of renewable energy sources such as solar photovoltaic and wind turbines. Components for smart metering systems, grid automation, communication protocols (including PLC, Zigbee, and Wi-Fi), and data analytics are available for practical experiments. Energy from Biomass. The laboratory also encompasses facilities dedicated to biomass energy conversion processes. This includes experimental rigs for the anaerobic digestion, gasification, and pyrolysis of biomass materials.

The laboratory integrates computers into its operations, emphasizing the development of scientific and investigatory thinking among students. This includes the ability to represent processes in multiple ways, design experimental investigations, collect and analyze experimental data, construct and modify explanations, and evaluate all of these activities [23]. The innovative teaching method in the Renewable Energy Laboratory combines individual, independent, physical work with virtual results analysis, conclusion drawing, and testing on the computer. This “paper-free” laboratory utilizes Moodle for theoretical preparation, followed by computerized quizzes to ensure understanding before proceeding to the experiment. The experiment phases are managed through pre-prepared Google Docs sheets with dynamic graphs, supervised by the instructor. Students take a computerized test after completing the experiment, receiving automatic grades without needing to submit a report. The data are saved for later analysis. This method fosters individual, independent work and essential skills for electrical engineers, proving effective in enhancing student engagement and learning outcomes [23,24,25].

3.3. Hands-On Projects in the Energy Field

In order to prepare graduates for the real world, it is essential for students to understand the difference between a theoretical plan and its actual execution. Recognizing this, the institute offers courses that move beyond theory to action phases. In these courses, students turn theoretical knowledge into practical applications, acquiring new skills such as project management, time management, and transforming ideas into products through procurement processes [21,25]. The practical experience provided by these courses significantly enhances students’ abilities, allows them to practice skills, and cultivates professional expertise. For instance, students participate in projects that are made accessible to the community and operate them as part of the “Green Ambassadors in the Community” program. Additionally, they engage in social projects, such as creating an “Ecological Garden” or building “Solar Chanukah” in collaboration with ultra-Orthodox students. In an innovative initiative aimed at fostering environmental awareness among students, Engineering students have embarked on a project that promises to visually educate young minds about the impact of energy choices on the environment. The project involves the construction and installation of a model in the yard of a state elementary school, designed to vividly illustrate the stark differences between relying on polluting energy production, primarily from fossil fuels, and embracing renewable energy sources, such as solar and wind power. The model (Figure 2) serves as a compelling educational tool, strategically placed where pupils can observe and engage with it during their free time and recess. Through this visual representation, pupils across the entire school are exposed to contrasting scenarios of energy production: one depicts a landscape dominated by smoke-emitting industrial facilities and carbon-intensive power generation, and the other showcases clean, green energy solutions like solar panels and wind turbines harmoniously integrated into the environment. This initiative not only raises awareness, but also cultivates a sense of responsibility among young learners, encouraging them to consider their role in shaping a cleaner and healthier future for their communities and the planet as a whole.

These projects, detailed in previous publications [26,27], serve as practical applications of students’ learning, fostering a deeper understanding of sustainable practices and community engagement. Through these hands-on projects, students gain invaluable experience in planning, building, and setting up initiatives, thereby improving their practical abilities and skills. This experiential learning approach ensures that graduates become more updated and professional engineers in the field, equipped with the practical knowledge and competencies required to excel in the ever-evolving landscape of engineering and sustainable development.

4. Results

The revised educational program in Electrical and Electronics Engineering at HIT, Holon Institute of Technology, has been meticulously formulated to address the rapidly evolving demands of the energy sector, particularly in the areas of renewable energy and smart grid technologies. This chapter evaluates the effectiveness of the revised curriculum, focusing on how the integration of hands-on experiences, industry expert discussions, and updated content impacts student learning and satisfaction. The primary objective of this evaluation is to understand the influence of curriculum changes, including the introduction of practical laboratories and the involvement of industry experts, on students’ comprehension and application of engineering concepts. Furthermore, this inquiry seeks to assess the perceived effectiveness of these educational strategies in preparing students for careers in the dynamic energy sector. The new study program was formulated in response to the industry’s growing demand for professionals and to ensure that HIT graduates receive current and updated degrees. To evaluate the curriculum’s effectiveness and how it is perceived by students, surveys were conducted at the beginning and end of each course, laboratory, and project. These surveys were intended to assess the students’ initial levels of knowledge and determine whether there was an improvement by the end of the course. Additionally, it was crucial to gather feedback on the overall student experience, focusing on the course’s contribution to their general knowledge, intelligence, and confidence in their professional training as future electrical and electronics engineers. The following section presents selected results from these surveys, highlighting the impact of the new curriculum on the students’ learning outcomes and their readiness for the professional world [15,16].

In a longitudinal study spanning three cycles, from 2019 to 2022, a total of 88 students enrolled in the Fuel Cells Principles and Design course were assessed to gauge their understanding of fuel cells. The study was designed to evaluate changes in students’ knowledge from the beginning to the end of the course, conducted over a single semester, comprising 12 lectures of three hours each. Notably, the curriculum included interactions with leading researchers in the field to enhance learning outcomes. At the outset of the course, a significant portion of the students held varying perceptions about fuel cells. A notable 44% initially considered fuel cells to be devices for storing chemical energy without producing carbon dioxide, while 32% believed they were physical devices for storing hydrogen without leakage. Additionally, 11% thought fuel cells were physical devices that convert solar energy into electrical energy, with only 16% correctly identifying them as electrochemical devices that convert chemical energy into electrical energy (Figure 3).

Throughout the semester-long course, the students were immersed in comprehensive lectures and practical sessions aimed at deepening their understanding of fuel cell technologies. The curriculum was enriched by guest lectures from prominent researchers in the field, providing the students with direct insights into current advancements and applications. Upon completion of the course, an assessment revealed a significant improvement in the students’ comprehension of fuel cells. By the end of the semester, an impressive 88% of the students correctly identified fuel cells as electrochemical devices that convert chemical energy into electrical energy.

In a comprehensive assessment aimed at evaluating the effectiveness of the Renewable Energy Laboratory, data from 512 students over the span of 12 years shed light on the laboratory’s impact on student learning and satisfaction. Since its inception in 2012, the laboratory has been a pivotal component of the curriculum, offering students practical experience in renewable energy technologies through a unique teaching approach. Spanning a semester with 10 experimental setups, the laboratory immerses students in hands-on learning environments designed to supplement theoretical knowledge with practical applications. At the conclusion of each semester, students are required to provide anonymous feedback through a computerized questionnaire, assessing various aspects of their experience. Key questions posed to the students include evaluations of the clarity of theoretical foundations, satisfaction with laboratory equipment usability, feedback on the innovative paperless teaching method employed, and the perceived contribution of laboratory knowledge to their professional toolkits as future engineers. These insights are crucial for understanding how effectively the laboratory fulfills its educational objectives and prepares students for careers in the renewable energy sector.

Based on the analysis of the results obtained from the feedback questionnaire for the Renewable Energy Laboratory (Figure 4), the highest-rated aspect was the extent to which the laboratory knowledge and skills contributed to the students’ professional toolbox as future engineers, with an impressive average rating of 4.86 out of 5. This indicates that the majority of the students found the laboratory experience highly valuable in terms of practical skills and knowledge acquisition relevant to their future careers. The teaching method employed in the laboratory, which emphasizes a paperless, hands-on approach, received a high satisfaction rating of 4.62. This suggests that the students appreciated the innovative and interactive teaching methods, which likely enhanced their learning experience. The ease of using the laboratory equipment was rated at 3.94 and satisfaction with the laboratory equipment provided received a rating of 4.08. While this rating is relatively high, it indicates that there may be some room for improvement in making the equipment more user-friendly or providing additional support and training for students. The clarity of the work process during the experiments was rated at 4.6, indicating that the majority of the students found the instructions and processes clear and easy to follow. The theoretical background provided for the experimental setups received a rating of 4.22. This is a strong rating, although it is slightly lower than the ratings for the other aspects. It indicates that while the majority of the students found the theoretical explanations clear, there may still be some areas where the foundational concepts could be communicated more effectively. The feedback from the students indicates a high level of satisfaction with the Renewable Energy Laboratory, particularly regarding its contribution to their professional development and the innovative teaching methods employed.

5. Discussion

The evaluation of the Renewable Energy Laboratory at the Holon Institute of Technology (HIT) reveals significant insights into the efficacy of practical, hands-on educational approaches in Engineering education. The feedback gathered from the 446 students who completed the questionnaire underscores the laboratory’s pivotal role in enhancing the professional readiness of future engineers. The results indicate that students highly value the knowledge and skills gained through the laboratory experience [15]. The innovative teaching method employed in the laboratory, which emphasizes a paperless, experiential approach, received a satisfaction rating of 4.62. This suggests that students are not only receptive to, but also highly satisfied with non-traditional teaching methods that focus on active learning and personal engagement. The overall satisfaction expressed by the students extends beyond the laboratory itself. The broader curriculum, which includes professional courses taught by experts in the field, significantly enhances students’ knowledge and satisfaction. These courses, combined with hands-on laboratory work and project-based learning, prepare students to transition smoothly from academic environments to professional engineering roles [7,9,13]. The physical work with the equipment and the execution of projects from conceptualization to completion provides students with a comprehensive understanding of the engineering process, fostering critical skills such as project management, problem-solving, and teamwork [1,21]. The integration of practical experiences with traditional theoretical education is essential for the comprehensive development of Engineering students. This approach is aligned with global trends in Engineering education, in which the emphasis is shifting towards experiential learning and the application of theoretical knowledge in real-world scenarios. The case of water and energy policies in Israel demonstrates the importance of integrated transitions towards sustainability. This study highlights the necessity for educational programs to adapt to emerging needs in energy and environmental sectors, ensuring that future engineers are equipped with the relevant skills and knowledge to address these challenges effectively [28]. Indeed, we provide an update on the additional new courses in these areas of knowledge in the faculty, which are taught as elective courses. The article focuses on the new elective courses in the field of energy, renewable energy, and sustainability. Another application example from the real world, in the context of the terrestrial environment and ecosystems of Kuwait, underscores the significance of adapting educational curricula to meet the demands of evolving industries. Suleiman and Shahid (2024) discuss how strategic educational initiatives can foster the development of the competencies required for sustainable environmental management and energy utilization. These insights reinforce the need for continuous updates and improvements in Engineering education programs to remain relevant and impactful [29].

The integration of renewable energy technologies and advanced methodologies in the Engineering curriculum at HIT serves as a model for other institutions aiming to modernize their educational frameworks. By providing students with both theoretical foundations and practical experiences, HIT ensures that its graduates are well-prepared to contribute to the fields of renewable energy and advanced technologies, driving innovation and sustainability in the engineering industry.

6. Conclusions

The curriculum modifications within the Electrical and Electronics Engineering program at HIT, Holon Institute of Technology, have been instrumental in aligning education with the growing need for sustainable energy solutions.

• The curriculum now balances traditional fossil energy sources with emerging renewable energy technologies, emphasizing the importance of smart grids.
• The introduction of specialized courses, such as the Renewable Energy and Smart Grid Business Entrepreneurship course, equips students with essential knowledge and practical tools for managing startups in green energy technology.
• The shift from traditional paper-based laboratory reports to practical laboratories focused on renewable energies fosters essential skills that are crucial for the renewable energy sector.
• A hybrid approach combining face-to-face lectures, industry expert discussions, and online courses ensures students receive a comprehensive educational experience, blending theoretical foundations with practical insights.
• The emphasis on project management, problem-solving, and teamwork through practical work with equipment and project execution prepares students to address real-world challenges.
• The introduction of additional elective courses in energy, renewable energy, and sustainability ensures the curriculum adapts to the evolving needs of the energy and environmental sectors.

The study of the Renewable Energy Laboratory at HIT demonstrates the significant benefits of integrating hands-on experiences with traditional theoretical education. The innovative teaching methods employed in the laboratory enhance students’ understanding and application of complex engineering concepts.

The broader curriculum at HIT, which includes professional courses taught by industry experts, complements the laboratory experience. This approach ensures that students receive up-to-date knowledge and insights into current industry practices, making them well-prepared to meet the demands of the modern engineering landscape. Future changes will be made according to the evolving needs of the market, ensuring that the program remains aligned with industry trends and prepares students for emerging opportunities in the engineering field.

Israel’s journey towards energy sustainability, as highlighted in this paper, provides a roadmap for future progress. Educational programs and public awareness campaigns are essential for nurturing a culture of sustainability from a young age and promoting the benefits of sustainable energy practices. Engaging stakeholders with a focus on inclusivity and transparency ensures that energy policies align with community needs and values, fostering trust and cooperation, which are crucial for the successful implementation of sustainable energy practices.

The successful implementation of these curriculum changes at HIT provides a valuable model that can be replicated in other engineering faculties in Israel and worldwide.