Injecting Hydrogen Education for the Acceleration of the Energy Transition

The Master’s thesis “Injecting Hydrogen Education for the Acceleration of the Energy Transition” by Joppe Ireland, conducted at Hanze University of Applied Sciences, explores how targeted educational interventions can increase awareness and interest in hydrogen among secondary school students in the Northern Netherlands.

The study addresses a critical gap between the growing demand for skilled professionals in the energy transition, particularly in hydrogen, and the limited exposure to these topics within the current secondary education curriculum. Despite hydrogen’s strategic importance in achieving climate targets, the research identifies that most students have minimal knowledge and engagement with hydrogen-related concepts.

To tackle this issue, the research adopts a design-based methodology combining desk research, case studies, interviews, surveys, and pilot testing. The findings highlight that traditional teaching approaches are insufficient to stimulate student interest. Instead, hands-on, experiential, and interactive learning methods (supported by frameworks such as Experiential Learning Theory and Self-Determination Theory) are significantly more effective in improving engagement and understanding.

A key outcome of the thesis is the development and pilot implementation of an educational intervention tailored for HAVO* students. This intervention integrates practical experiments (e.g., hydrogen kits), gamified problem-solving activities, and real-world applications of hydrogen technologies. The results demonstrate measurable improvements in students’ awareness, interest, and perceived relevance of hydrogen in the energy transition.

Furthermore, the research identifies several barriers to implementation, including limited curriculum integration, lack of teacher expertise, and insufficient educational resources. To overcome these, the thesis proposes scalable solutions such as stakeholder collaboration, curriculum-aligned materials, and the involvement of innovation hubs like ENTRANCE as facilitators between education and industry.

Overall, the study concludes that early, engaging hydrogen education is essential to building a future workforce and informed society capable of supporting the energy transition. It positions structured, experiential interventions as a practical pathway to bridge the gap between education and the rapidly evolving hydrogen economy.

* HAVO (Hoger Algemeen Voortgezet Onderwijs): a five-year Dutch secondary education pathway that prepares students for higher professional education