Samenvatting

The energy transition requires engineers who can reason about complex renewable energy systems, diagnose faults, and work collaboratively in dynamic environments.
Problem-Based Learning (PBL) is widely recognized for supporting such competencies, yet many engineering courses lack authentic contexts that reflect real professional
challenges. This paper presents a problem context concept for renewable energy system education and evaluates its implementation in a PBL course built around a real solar microgrid. The concept integrates four elements: a real solar microgrid as the learning environment, a student-generated multi-layered system model, an expert-informed case library, and authentic engineering tools. A pilot course with six interdisciplinary students was conducted at Bochum University of Applied Sciences. Mixed-method evaluation - including self-assessments, pre/post-tests, and focus group interviews - was used to assess learning outcomes. Results demonstrate substantial gains in system understanding, problem-solving skills, teamwork, and motivation, with more modest improvements in theoretical knowledge and self-directed learning. The findings show that authentic problem contexts can significantly enhance PBL effectiveness in engineering education. The presented concept provides a replicable approach for educators seeking to integrate real-world systems into renewable energy teaching.