Education of Energy Engineers in the Context of Lifelong Learning

Ilona Batsurovska

Mykolayiv National Agrarian University, 9 Georgya Gongadze Str., Mykolayiv, 54020, Ukraine

Keywords:

Education, Energy Engineers, Lifelong Learning.

Abstract:

This article is devoted to analyzing the importance of lifelong learning for energy engineers. The problem

of the insufﬁcient number of qualiﬁed specialists in the ﬁeld of energy engineering is considered, as well as

the fact that the educational system cannot always meet the needs of the labour market. The paper examines

opportunities for improving the education system to provide skilled workers for the energy industry, including

lifelong learning. A study of energy professionals found that lifelong learners scored higher in various aspects

of professional performance, such as work efﬁciency, creativity and innovation. The article also carries out a

comparative analysis of the average annual income of energy specialists depending on the level of education.

The results showed that professionals with a higher education have a signiﬁcantly higher average income

compared to those with only a secondary education. The inﬂuence of education on the career development

of specialists and their income has been studied. In the work, a survey was conducted among specialists with

higher education and specialists with secondary education who work in the ﬁeld of energy. The results of the

study showed that specialists with higher education have a higher average annual income and a wider range

of knowledge, which is important for their career development. In addition, it was established that lifelong

learning has a signiﬁcant impact on improving the qualiﬁcations of specialists in the ﬁeld of energy and their

competitiveness in the labour market. The results of this study can be useful for managers of companies in the

energy sector who plan to develop their personnel and increase the competitiveness of their company.

1 INTRODUCTION

Education is an important factor for the development

of any industry, including energy engineering. In re-

cent years, the importance of education in this ﬁeld is

growing, since energy is a key component of sustain-

able development, technological progress and com-

petitiveness of the country as a whole. Improving the

qualiﬁcations and professional development of spe-

cialists in the ﬁeld of energy is important to ensure

the proper level of efﬁciency and quality of work in

this ﬁeld. It is especially important to develop the

education of energy engineers in the context of life-

long learning, which meets the requirements of mod-

ern times and provides a change in the approach to

deﬁning education as a process that does not end with

obtaining a diploma. Information development and

rapid technological progress in the energy industry re-

quire energy engineering specialists to constantly up-

date their knowledge and skills. Also, labour market

requirements for qualiﬁcations and personnel reserve

change over time, which requires energy specialists

https://orcid.org/0000-0002-8407-4984

to increase their level of education. In this regard, it

becomes relevant to study the peculiarities of the ed-

ucation of energy engineers in the context of lifelong

learning and to study effective forms and methods of

professional development. This article will consider

the peculiarities of the education of energy engineers

in the context of lifelong learning, as well as analyze

the results of research on the effectiveness of various

forms and methods of professional development.

The problem is that energy engineers need life-

long learning to ensure the sustainability of energy

production and to meet the needs and demands of the

labour market. However, many energy engineers do

not have the opportunity to receive a sufﬁcient level of

education throughout their lives, which can lead to in-

sufﬁcient competence and efﬁciency of work, as well

as lagging behind innovations and new technologies,

which can have a negative impact on the sustainabil-

ity and quality of energy production. Also, insufﬁ-

cient development of interpersonal skills and leader-

ship qualities can lead to ineffective communication

and cooperation between energy workers and other

specialists. It is necessary to ﬁnd ways to ensure af-

fordable and effective lifelong learning of energy en-

Batsurovska, I.

Education of Energy Engineers in the Context of Lifelong Learning.

DOI: 10.5220/0012645500003737

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on History, Theory and Methodology of Learning (ICHTML 2023), pages 5-12

ISBN: 978-989-758-579-1; ISSN: 2976-0836

gineers in order to ensure the sustainability and qual-

ity of energy production and respond to the challenges

and needs of the labour market.

The purpose of the article is to research and de-

scribe the forms of education available to energy en-

gineers in the context of lifelong learning and to de-

termine their importance for ensuring the sustainable

development of the energy industry. The article also

aims to consider the problems that arise in the pro-

cess of education of energy workers and to propose

possible ways to solve them.

2 LITERATURE REVIEW

The ﬁndings suggested that the optimum regression

model for predicting lifetime learning competencies

may include area, teaching experience, perception of

lifelong learning, and learning strategies (Thwe and

alm

an, 2023b). In the study, shared and private

latent representations, which are acquired by synap-

tic intelligence, are used to explore a novel lifelong

learning strategy (Yang et al., 2023). Also, there were

offered suggestions for the creation and application

of metrics to direct the ongoing development of life-

long learning systems and evaluated their evolution in

the future (Baker et al., 2023). The investigation out-

lines the challenge of continuously adapting lifelong

learning problems (Galke et al., 2023). The study

of the phenomenon of lifelong learning had signiﬁ-

cance for both academics researching as well as for

tutors looking to enhance of educational techniques

(Li et al., 2021). Even though experiences over a life-

time are sequentially sampled from changing (non-

stationary) environments, one notable aspect of this

type of learning is that people may quickly adjust

to changes while holding on to previous knowledge.

Many modern machine learning methods, in contrast,

rely on independent, identically dispersed data (Pisu-

pati and Niv, 2022). Although instructors already em-

ploy a variety of tactics to help students develop their

competences, the ﬁndings show that there is a need to

raise awareness of the impact of tutors (Landberg and

Partsch, 2023). The use of contemporary informa-

tion and communication technologies (ICT) for stu-

dents in the context of lifelong learning is examined

from certain theoretical and methodological perspec-

tives (Viktorova et al., 2018).

The study covers new and developing technolo-

gies in education, learning environments, and ap-

proaches that must satisfy lifetime learning, from

school age to retirement. It includes advice on cur-

riculum design, day-to-day support for individual

learners’ learning, evaluation of a human learning

environment and performance, recommendation re-

garding vocational retraining and/or further career,

and evaluation of a human’s abilities and individ-

ual propensities (taking into account schoolchildren,

youth, and adults features) (Burov, 2016). The moti-

vation for lifelong learning basis on the precise expla-

nation of the actual opportunities for advancement in

the ﬁeld (Derkach et al., 2021). There were revealed

the guidelines that must be followed in the process of

lifelong learning, including professional orientation,

subjectivity, priority of active teaching methods, in-

teractive technologies, and self-awareness (Sultanova

et al., 2021). One of the most powerful tools in the

context of lifelong learning could be online learning

platforms and their technological application in en-

ergy engineering education (Dotsenko, 2022) as well

as implementation of interactive tutorials for electri-

cal and general technical engineering disciplines in

the online environment (Dotsenko, 2021). To cre-

ate an awareness of concern for education, theoreti-

cal discourses in environmental and sustainability ed-

ucation research will were presented (Peters et al.,

2020). The learner model is a user learning pattern

that can be constantly modelled in the context of life-

long learning based on user interaction with diverse

sources. What kind of information needs to be saved

in the learner model and how information granular-

ity is involved are the primary problems with life-

long learner model design (Nurjanah, 2018). The goal

of the lifetime machine learning paradigm, such as

the knowledge library or deep network weights, is to

learn a series of tasks based on prior experiences (Sun

et al., 2022).

The lifelong learning in the context of energy

engineering education has some peculiarities. The

study’s goals were to: manage the integrated learning

activities for professional teaching practice support-

ing energy engineering education, develop and evalu-

ate an instructional package on fundamental electric

circuits, and gauge the level of student satisfaction

(Chumchuen et al., 2020). Using some speciﬁed In-

ternet services in the ﬁeld of energy engineering dur-

ing e-learning allows students to complete lab assign-

ments and microprocessor system design practicums

without the need for physical equipment, and the

strategies provided by the authors ensure that stu-

dents have a high level of awareness in this area (Gol-

ubev et al., 2023). The examination of current tech-

niques to testing method fuzzy assessment for eval-

uating multilevel test tasks, together with its beneﬁts

and drawbacks, is provided (Tsidylo et al., 2021). The

study offers an analysis of how virtual reality (VR)

and augmented reality (AR) technology are used in

education (Semerikov et al., 2021). The study con-

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

ﬁrms the mediating effects of lifelong learning on the

connection between educational mismatch and work

satisfaction (Park and Luo, 2022). The research is

outlined lifetime learning abilities, lifelong learning

conceptual framework or policies, and lifelong learn-

ing inﬂuencing elements and/or lifelong learning con-

ceptual framework (Thwe and K

alm

an, 2023a). Since

social development and lifetime education are inti-

mately intertwined, the popularity of lifelong educa-

tion will undoubtedly help to advance social develop-

ment (Li, 2023).

Overall, the results unambiguously show that

monetary rewards do increase individuals’ participa-

tion in lifetime learning. When offered a ﬁnancial in-

centive, people with greater incomes, education lev-

els, and genders are more likely to participate in life-

long learning activities (Vanderkooy et al., 2019).

For the perceived requirement for labor market

ﬂexibility, there are some theories about the neces-

sity of changing the labor force in response to mar-

ket ﬂuctuations and reducing labor costs and raising

productivity due to increased competition (Ka, 2023).

Engineers stand out as catalysts for innovation and

internationalization because they were at the cutting

edge of technological expertise and developed novel

ideas for products with a promising economic future

abroad (Nevers et al., 2023).

There were examined the issues related to the

impact of higher education’s current COVID-19 re-

sponse on students in technology, engineering, and

mathematics. The virtual seminars gave participants

from a variety of institutions the chance to exchange

ideas and experience (National Academies of Sci-

ences, Engineering, and Medicine, 2021).

The purpose of the study was to comprehend and

evaluate the driving forces behind students’ decisions

to major in energy engineering or electromechanical

engineering. The ﬁndings demonstrate that students

place a high emphasis on the area’s high employabil-

ity and wide range of prospective professional pur-

suits (Monteiro et al., 2022). The paper provides an

example of the use of virtual instruments in the edu-

cation of energy engineers (Knezevic et al., 2022).

There were examined the technology of applica-

tion of 3D models of electrical engineering in the per-

forming laboratory work (Batsurovska et al., 2022)

and the impact of massive open online courses in the

system of e-learning of masters in electrical and en-

ergy engineering (Batsurovska, 2021), but the edu-

cation of energy engineers in the context of lifelong

learning was not the subject of special research.

3 METHODS

The research methodology involved the use of the fol-

lowing research methods:

1. Analysis of scientiﬁc literature – review and anal-

ysis of scientiﬁc studies, articles, monographs and

other sources related to the education of energy

engineers.

2. Expert survey – survey of energy and education

experts in order to obtain additional data and eval-

uate various forms of education.

3. Data analysis – collection and analysis of data

on various forms of education, including courses,

trainings, workshops, online courses, distance

programs, etc., as well as evaluation of the effec-

tiveness of these forms of education.

4. Study of experience – analysis of the experi-

ence of countries with a highly developed energy

sector, study of their training programs and ap-

proaches to improving the qualiﬁcations of spe-

cialists.

5. Survey – conducting a survey among energy engi-

neers with the aim of determining their needs for

advanced training and experience in using various

forms of training.

Each of these research methods can help to obtain

the necessary data for the development of the article

and draw conclusions about the importance of contin-

uous professional development of energy profession-

als and available forms of training.

4 EDUCATION OF ENERGY

ENGINEERS IN THE CONTEXT

OF LIFELONG LEARNING

Energy is one of the most rapidly changing indus-

tries in the world. Every year, technologies become

more complex and require more qualiﬁcations from

specialists. Therefore, education in the energy sector

is important not only for initial qualiﬁcations, but also

for ensuring a successful career in the future. The ed-

ucation of energy engineers begins with basic knowl-

edge in school and university, where students study

physics, mathematics, chemistry and other sciences

that are the basis of energy. After obtaining the ba-

sic knowledge, students can continue their studies in

master’s and doctoral studies, where they specialize

in a certain area of energy. However, the education of

energy engineers does not end with obtaining a uni-

versity diploma. In this ﬁeld, there is a need to con-

stantly update knowledge and skills, as technology is

Education of Energy Engineers in the Context of Lifelong Learning

constantly evolving and changing. For this, there are a

variety of postgraduate education programs that help

energy professionals update their knowledge and de-

velop their skills.

One of the features of lifelong learning of energy

engineers is the need to be able to work with new

technologies and innovations. Energy professionals

should be able to familiarize themselves with the lat-

est developments and technologies emerging in the in-

dustry. This will allow them to use new solutions and

tools to solve problems and improve work processes.

In addition, energy engineers must be aware of the en-

vironmental and social challenges facing the energy

industry. The latest developments in the ﬁeld of en-

ergy should be aimed at reducing the impact on the

environment and ensuring sustainable development.

Therefore, energy professionals must have the oppor-

tunity to learn about environmental efﬁciency and so-

cial responsibility to ensure the sustainability of the

industry and our planet as a whole.

Energy education throughout life can be organized

in the following scheme (ﬁgure 1):

Figure 1: The technology of online control of educational

results of the unit ”Electricity” in the conditions of blended

learning.

1. Basic education: Basics of energy, physics, math-

ematics, chemistry, computer science, mechanics

and other basic sciences. This education can be

obtained at school and higher education institu-

tions.

2. Professional education: Specialization in energy,

electrical engineering, mechanics, automation and

other specializations related to energy production

and supply. This education can be obtained in

higher education institutions, technical schools or

through vocational training.

3. Advanced training courses: courses and seminars

for obtaining new knowledge and skills in the ﬁeld

of energy. They can be organized by relevant

professional organizations and educational insti-

tutions.

4. On-the-job training: Trainings, seminars and

practical classes organized by the company where

the energy engineer works. This allows you to

acquire speciﬁc knowledge and skills related to a

speciﬁc work situation.

5. Self-study: Individual efforts to learn new tech-

nologies, trends and labour market requirements.

This may include reading specialized magazines

and books, researching new technologies, and at-

tending exhibitions and conferences.

All these stages can be connected with internship,

practice and other forms of training.

The lifelong education of energy engineers is very

important due to the rapid changes in technology and

requirements for the energy industry. Since energy

is a strategically important industry, the development

of which has a great impact on the economy, ecology

and social sphere, the constant updating of knowledge

and skills is an important factor for ensuring its de-

velopment. Lifelong education for energy profession-

als can be organized at various levels, including for-

mal and informal education, certiﬁcation programs,

on-the-job training, and other forms. Formal edu-

cation can include bachelor’s and master’s programs

in energy, which ensure the training of highly quali-

ﬁed professionals for the industry. In order to meet

today’s labour market requirements and technologi-

cal challenges, such programs must provide a wide

range of knowledge in technical, economic and so-

cial sciences, as well as develop the skills necessary

for work in the energy industry. On-the-job training

can be used to improve the knowledge and skills of

professionals already working in the energy industry.

These can be trainings, seminars or training programs

that are provided directly at the workplace. These

programs help professionals update their knowledge

of the technologies and processes used in their work.

Certiﬁcation programs are another form of education

that helps energy professionals maintain their compet-

itiveness in the labour market and increase their pro-

fessional competencies. Certiﬁcation programs can

be aimed at increasing knowledge of certain technolo-

gies or processes, as well as studying standards and

norms that regulate activities in the energy industry.

In addition, informal education, such as indepen-

dent study and participation in specialized confer-

ences and events, can be very effective in increas-

ing the knowledge and skills of energy engineers.

These forms of training allow specialists to receive

new knowledge and ideas from leading experts in the

ﬁeld, as well as share their experience with other spe-

cialists.

It is also possible to highlight some specialized

forms of training for energy engineers that help de-

velop their professional skills:

1. Master’s programs: programs specializing in spe-

ciﬁc aspects of energy, such as energy efﬁciency,

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

renewable energy, energy systems, energy secu-

rity, etc. These programs may be available to

graduates of undergraduate programs who wish to

specialize in the ﬁeld of energy.

2. Engineering training courses: intensive courses

that allow energy professionals to familiarize

themselves with speciﬁc technical aspects of en-

ergy. Such courses can be useful for those who

have a basic education in the ﬁeld of energy, but

want to gain more depth of knowledge in a spe-

ciﬁc area.

3. Online courses and webinars: such courses can

be useful for energy professionals who do not

have the opportunity to attend traditional classi-

cal courses or who want to study a speciﬁc topic

at a time convenient for them. They can be free

or paid and provided on MOOC platforms such

as Coursera or edX, or on the websites of profes-

sional organizations.

4. Certiﬁcation programs: there are programs that

provide professional training certiﬁcates that con-

ﬁrm skills and knowledge in a speciﬁc area of en-

ergy. These certiﬁcations can help energy profes-

sionals ﬁnd work or advance in careers.

5. On-the-job training programs: trainings, semi-

nars, or training programs that are provided di-

rectly at the workplace. They can be useful for

those who already work in the energy industry and

want to improve their professional skills.

6. Educational programs with international coopera-

tion: programs that provide an opportunity for en-

ergy workers to gain international experience in

the ﬁeld of energy and to familiarize themselves

with global trends. Such programs may be avail-

able to students, faculty, or energy professionals

and typically include training, internships, and re-

search in other countries.

7. Upskilling programs: programs that help energy

professionals increase their skill levels and gain

new skills that are needed in today’s energy in-

dustry. Such programs may be available to those

who already have a certain level of professional

training in the ﬁeld of energy.

Lifelong education of energy engineers is impor-

tant to ensure the sustainable development of the en-

ergy industry. In order to ensure effective operation

and support the development of energy systems, en-

ergy engineers must constantly improve their knowl-

edge and skills.

5 RESULTS

There is developed a study on the quality of work of

energy engineers depending on the level of education.

It was conducted a comparative analysis of the av-

erage annual income of energy specialists depending

on the level of education. For a comparative statisti-

cal analysis of the average annual income of energy

specialists depending on the level of education, there

was taken two groups: specialists with higher educa-

tion and specialists with secondary education. Data

on average annual income are taken from a survey

of 1000 energy professionals. The calculation was

started with collecting samples and deﬁning their pa-

rameters (Dong, 2023).

1. Sample of specialists with higher education:

• Sample size (n

) = 500;

• Average income (x

) = 80 000 UAH/year;

• Standard deviation (s

) = 15 000 UAH/year.

2. Sample of specialists with secondary education:

• Sample size (n

) = 500;

• Average income (x

) = 50 000 UAH/year;

• Standard deviation (s

) = 10 000 UAH/year.

Next, there was tested the hypothesis of equality

of means using the Student’s t-test.

1. It is formulated the null hypothesis H

: x

= x

(average incomes in both groups are equal).

2. Alternative hypothesis H

: x

6= x

(average in-

comes in both groups are not equal)

3. It is set the signiﬁcance level α = 0.05

4. It is calculated the value of the t-statistic:

t =

− x

≈ 26.23,

where s

, s

– dispersions of the corresponding

samples.

5. It is found the critical value of t. To ﬁnd the crit-

ical value of t, it is necessary to use the table of

values of the Student’s distribution. The number

of degrees of freedom for our case is 998.

At a signiﬁcance level of 0.05 and 998 degrees of

freedom, the critical t value is approximately 1.962.

So, if the calculated t-statistic is greater than 1.962,

then the difference in average incomes is statistically

signiﬁcant at the 0.05 signiﬁcance level.

Continuing the previous calculation, we will also

ﬁnd a 95% conﬁdence interval for the difference in

the average incomes of the two groups:

Education of Energy Engineers in the Context of Lifelong Learning

• Standard error of the difference in mean incomes:

SE =

= 0.556

• Conﬁdence interval for the difference in aver-

age incomes: CI = (x

− x

)(t(

, ν) × SE) =

(88.42 − 71.38) ± (1.96 × 0.556) = 17.04 ±

1.090 = (15.95, 18.13).

So, with a 95% conﬁdence level, the difference

in average income between energy specialists with

higher and secondary education is from 15.95 thou-

sand to 18.13 thousand UAH per year. This interval

does not contain zero, which indicates a statistically

signiﬁcant difference between the two groups of spe-

cialists. Therefore, it can be argued that specialists

with higher education have on average a higher in-

come than specialists with secondary education.

6 CONCLUSION

The lifelong education of energy engineers is very im-

portant, since the energy industry is constantly chang-

ing and requires more qualiﬁcations from special-

ists. Energy professionals must constantly update

their knowledge and skills, familiarize themselves

with new technologies and develop in environmen-

tal and social responsibility to ensure the sustainabil-

ity of the industry and its development. To achieve

these goals, it is necessary to provide access to a va-

riety of educational resources and initiatives, such as

courses, seminars, webinars and other forms of ed-

ucation. Thus, lifelong education of energy engi-

neers is important not only for the development of

a professional career, but also for ensuring the sus-

tainability of the energy sector and the sustainable

development of our planet. Companies and govern-

ments should promote access to a variety of training

resources and initiatives to ensure that energy work-

ers are trained according to their needs and the de-

mands of today’s labour market. Energy engineers

are interested in their professional development and

are able to actively use opportunities for training and

self-improvement. Lifelong learning can help energy

professionals in various aspects of their work, includ-

ing the development of new technologies, effective

solving of problems, promoting sustainable develop-

ment and reducing environmental impact. Lifelong

education for energy engineers can also provide them

with more opportunities for professional growth and

career development. With the changes taking place in

the energy industry, such as the increasing popularity

of renewable energy and the reduction of hydrocar-

bon consumption, the lifelong learning of energy pro-

fessionals is especially important. Energy engineers

must be ready for change and develop new knowledge

and skills to meet the challenges facing the energy in-

dustry.

Further developments in energy education re-

search could be aimed at examining the effectiveness

of different learning formats, such as online courses

and webinars, compared to traditional forms of learn-

ing. It is also possible to study the impact of the use of

the latest technologies, such as artiﬁcial intelligence

and the Internet of Things, on the process of training

and upgrading the qualiﬁcations of energy workers.

In addition, it is possible to investigate the effective-

ness of various training programs and the organization

of training courses depending on the specialization of

specialists, their level of training and other factors.

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