A Scoping Review of Diversity, Equity, and Inclusion in Energy Engineering Education

Abstract

A diversity, equity, and inclusion (DEI) problem persists in undergraduate programming, despite energy engineering receiving increasing attention as a critical field in addressing sustainability and global energy challenges. This paper examines the current situation of energy engineering education on DEI worldwide based on the areas of gender, race, and socioeconomic inclusion. This discussion examines the challenges and explores inclusive pedagogy, curriculum structure, faculty development, student mentoring, and institutional commitment. The review concludes that, although some of these initiatives are promising, integration is cursory and inconsistent. Embedding DEI in teaching pedagogy, institutional frameworks, and policy to enhance the undergraduate students' learning outcomes and equity in energy engineering is recommended.