COMPETENCY-BASED TRAINING FOR THE ENERGY TRANSITION: TRAINING FRAMEWORK FOR SMART GRIDS, ELECTRIC VEHICLES, RENEWABLE MICROGRIDS, AND STORAGE

• DOI: https://doi.org/10.22533/at.ed.1317652604056

• Palavras-chave: competency-based education; energy transition; smart grids; Electrical Engineering; curriculum.

• Keywords: competency-based education; energy transition; smart grids; Electrical Engineering; curriculum.

• Abstract:

  The acceleration of the energy transition imposes structural transformations on the electricity sector and demands professionals capable of operating in increasingly complex, decentralized, digitized, and environmentally oriented systems. In this context, technical, technological, and higher education in Electrical Engineering faces a recurring challenge: the persistence of curricula organized in a fragmented manner and poorly aligned with the technologies associated with the energy transition. This article, which is theoretical-propositional in nature and employs a qualitative approach, is based on a systematic narrative review of the literature and a documentary analysis of Brazilian regulatory frameworks and curriculum guidelines, with a traceable description of the databases consulted, descriptors, search strings, dates, selection flow, and synthesis procedures. It examines how competency-based education can contribute to reorganizing educational processes in Electrical Engineering and vocational education, with an emphasis on smart grids, electric vehicles, renewable microgrids, and energy storage systems. As a central contribution, a training matrix structured across ten dimensions is proposed, integrating technical knowledge, digital skills, socio-environmental responsibility, up-to-date regulatory expertise, and problem-solving ability in complex energy contexts. Each dimension is mapped to the references that underpin it. A prospective validation protocol by a panel of experts (modified Delphi method) is also presented, grounded in specific methodological literature, establishing the parameters for the subsequent empirical stage. Pedagogical strategies for implementation and their implications for curriculum, teaching, assessment, and public policy are discussed.