Samenvatting

The transition to sustainable energy is a complex socio-technical challenge that demands professionals capable of navigating its profound human dimensions. Moving beyond technical proficiency, this paper asks how we can train sustainable energy engineers to become more empathic, reflexive practitioners to solve the trilemma of energy transition. To answer this, we propose a modified version of Problem based Learning (PBL) that integrates the empathy components from the Empathy-Based Learning (EBL). Adapted from healthcare, this framework introduces a structured three-stage Empathic Reflection Model (i.e., Recognition, Parallel Experience, and New Understanding) into the sustainable energy curriculum. This modified pedagogic approach aims to guide students to first comprehend the "lived experience" of energy systems from a personal stance ("me and us") before engaging with broader stakeholders ("you and them"). It also develops a course development framework integrating EBL into PBL and an evaluation method to assess the effectiveness of the modified framework. The modified PBL is designed to transform sustainable energy engineers into sustainable energy ambassadors. However, the framework can be applied to various other disciplines confronting sustainable development challenges.