Teaching Method Based on Recognizing Personal Characteristics in Renewable Energy Program

The advancement of educational methodologies is crucial in fostering the progress of any nation. Consequently, delivering effective and high-quality education across all academic levels holds paramount importance. Enhancing the quality of education without transforming conventional teaching approaches is an unattainable endeavor. A critical step towards efficacious education involves establishing robust communication between learners and instructors. This article aims to introduce an innovative pedagogical method that has been employed for undergraduate students in Electrical engineering and renewable energy. In the proposed pedagogical approach, students are presented with two questions and instructed to assume the role of one of the sections or components within the system under study while positioning their peer in another component's role. Students must formulate responses aligned with two objectives: affinity and aversion. Furthermore, they are required to articulate their engineering rationale behind selecting themselves. The proposed methodology was utilized to acquaint students with engineering instruments and components, implemented in the form of exercises or assessments. Through a thorough analysis of student responses, educators can not only gauge learning levels but also discern learners' personality traits, subsequently enhancing familiarity with interpersonal relationships among students. As a result, educators can facilitate suitable communication channels and identify optimally compatible groups for executing collaborative tasks within an academic setting.