Reflections from ESCC 2025: advancing carbon education

I recently had the privilege of attending and presenting at the 12th International Conference on Energy, Sustainability and Climate Crisis (ESCC 2025), held in Rhodes, Greece from August 25–27; thanks to the generous support of the Transforming Energy Access – Learning Partnership (TEA-LP) Rolling Fund. This international gathering brought together researchers, academics, and practitioners from across the globe to share cutting-edge developments in clean energy, sustainable systems, and climate resilience. For me, the experience was not only intellectually enriching, but also reaffirmed the urgency and relevance of integrating carbon literacy into engineering and energy education.

The Research Presented 
At ESCC 2025, I presented a paper titled “Integrating Carbon Management into Engineering Education: A University Elective Case Study for Energy Transition.” The presentation focused on MEC683, an elective course I developed and currently deliver at the Faculty of Mechanical Engineering, Universiti Teknologi MARA (UiTM), Malaysia. The course aims to equip engineering students with practical knowledge in climate change science basic, carbon accounting, cost-benefit analysis of carbon mitigation projects, renewable energy integration, and carbon pricing mechanisms.
Through structured modules, experiential learning and industry engagement, MEC683 empowers students to understand emissions quantification and mitigation technologies, as well as financial and market mechanisms, tools often overlooked in conventional syllabuses. The course has proven to be a timely response to Malaysia’s energy transition plans, and I believe it offers a scalable model for TEA-LP partner institutions seeking to embed climate-conscious thinking into their curricula.

Key Takeaways from the Conference 
The ESCC conference was a dynamic platform that showcased just how rapidly the world is evolving in the green energy space. From next-generation solar technologies to hydrogen storage systems and AI-enabled energy and climate forecasting, the pace of innovation was both impressive and inspiring. A strong theme throughout the sessions was urgency, all parties, whether academic, private sector, or government, are pushing forward to accelerate research and deployment in clean energy systems.

Another critical insight was the growing convergence between technical research and policy frameworks. Many presentations underscored the importance of interdisciplinary education and collaborations to bridge the gap between climate science, technology, economics, and public policy, exactly the kind of integrated approach we are piloting through MEC683.

Connection with TEA-LP
The work I presented aligns strongly with TEA-LP’s mission of advancing energy access and renewable energy education across Africa and Asia. As an academic from UiTM Malaysia and a member of the TEA-LP network, I was proud to represent the partnership at an international platform. Although the MEC683 course was not developed directly under the TEA-LP curriculum framework, it shares the network’s values of promoting contextualised, practical, and sustainability-driven education.
Attending ESCC 2025 provided a valuable opportunity to showcase how educational initiatives from Southeast Asia can contribute meaningfully to global conversations on decarbonising academic curricula. It also opened doors to connect with like-minded educators, paving the way for potential South-South collaborations in areas such as joint research, course enhancement, and faculty engagement.

The TEA-LP Rolling Fund
Access to the TEA-LP Rolling Fund made this participation possible. It removed financial barriers to international engagement, something that is often out of reach for many academics in the Global South. More than just funding, this opportunity signals a vote of confidence in our work and its relevance to the global sustainability agenda.

Looking Forward 
As I return to UiTM and prepare for the next semester, I do so with renewed motivation and a broader vision. Energy education is no longer just about engineering systems, it’s about shaping climate-literate, socially responsible professionals who can drive the just transition we urgently need.
Thank you, TEA-LP, for empowering educators like myself to take our work to an international platform.

– Written by Dr. Azlin Mohd Azmi