Pedagogy 2025

Abstract

This paper reflects on the design and delivery of the Energy & Climate Change MSc module at Birkbeck, University of London, taught to mature postgraduate students from various disciplinary and professional backgrounds, many of whom lacked prior technical experience. The main challenge was to engage a non-specialist cohort in complex engineering and policy issues related to sustainable energy transitions. To address this, I redesigned seminar sessions around authentic, active learning principles, using real-world case studies and activities which encouraged collaboration, reflection and debate, enabling students to connect theoretical frameworks with practical decision-making. Drawing on Universal Design for Learning (UDL), I employed multiple means of representation, including videos, simplified models and analogies, linking engineering systems to familiar concepts such as rechargeable batteries, to improve accessibility and inclusivity. This approach ensured that students with different learning preferences could engage meaningfully with engineering concepts. The authentic and inclusive teaching design resulted in high attendance, sustained participation and evidence of deeper critical thinking as students increasingly integrated real-world examples into their analysis. Feedback demonstrated high student satisfaction with teaching clarity and strong engagement, highlighting the effectiveness of inclusive, context-rich pedagogy in interdisciplinary climate and energy education.