Samenvatting

In the current context, university education is increasingly defined by the acquisition of skills. New mechanisms and types of learning are constantly emerging that aim to form skills defined as integrated acquisitions. Digital tools applied in the implementation of energy projects are not just essential in student education, but they also make the learning process more engaging and interesting. They enable students to apply theoretical knowledge in real-life situations, thereby developing professional competencies and transferable skills. They stimulate motivation, creativity, autonomy, and the spirit of initiative, and foster responsible citizens who are aware of the need for a sustainable future. This analysis examines the use of an application, Wimby, which enables students to simulate the operation of a wind farm in a specific area, encompassing all aspects of the project, from technical characteristics (wind speed, wind turbine size, and energy production) to the impact on land use and fauna. All the attributes of this virtual farm were analyzed to understand how a wind farm works and its effects on the environment. It has been observed that digital tools, compared to classic ones, offer the possibility of rapid, dynamic, and user-adaptive interventions, are easy to use, and provide a transdisciplinary approach.