"Europe’s energy transition requires not only technological innovation but also new educational approaches that equip future professionals to navigate complex social, technical, and governance challenges. This expert article examines how students from Avans University of Applied Sciences contribute to the development of Renewable Energy Communities (RECs) through applied research and in collaboration with regional partners. Using the CIMO framework (Context–Intervention–Mechanism–Outcome), the paper presents two initiatives in the region of ’s-Hertogenbosch, the Netherlands: the 'Duurzame Polder' and the 'Spoorzone Den Bosch' projects. In these projects,
students have conducted stakeholder analyses, interviews, and brainstorm sessions supported by the Design Thinking process methodology.
The interventions were facilitated by MNEXT, the Centre of Expertise for Materials and Energy Transition, which provided conceptual grounding through workshops on the
energy transition and Design Thinking. This approach aligned research activities and educational objectives. This participatory and practice-oriented approach activated
mechanisms of analysis, reflection, and co-creation, enabling students to empathise with various stakeholders and develop actionable recommendations.
The results demonstrate dual outcomes: enhanced learning processes and professional competencies for students, and practical progress for Renewable Energy Communities. The findings underline the value of preparing and embedding students in real-world sustainability projects as a means of bridging education, research, and practice, thereby accelerating both learning-by-doing and the energy transition itself."