ALIGNING ENERGY SYSTEMS ENGINEERING EDUCATION WITH UZBEKISTAN’S RENEWABLE ENERGY TRANSITION: RETHINKING CURRICULUM REFORM THROUGH A POLICY–EDUCATION LENS

Annotasiya

Uzbekistan’s transition toward renewable energy represents not only a technological transformation but also a significant institutional and educational challenge. While national policies increasingly prioritize the development of solar and wind energy, the preparedness of higher education institutions—particularly energy systems engineering programs—to support these ambitions remains uncertain. This study examines the extent to which current engineering curricula align with Uzbekistan’s renewable energy policy objectives. Using qualitative analysis of policy documents, curriculum structures, and international educational practices, the research identifies a persistent gap between policy ambitions and educational outcomes. Existing programs continue to emphasize traditional technical training, while offering limited exposure to systems thinking, energy policy, and sustainability issues. To address this gap, the study proposes a policy–education alignment framework designed to guide curriculum reform. The framework highlights interdisciplinary learning, practice-oriented training, and stronger integration between national energy strategies and engineering education. The findings underline the crucial role of universities in supporting Uzbekistan’s sustainable energy transition.