Students of East Airport International School (EAIS) in Accra have been introduced to Project-Based Learning (PBL) through a specialised session on the theme: “Understanding the Role of Hydrogen in Electric Mobility.”
The initiative forms part of ongoing efforts to transform STEM education in Ghana by equipping students with practical skills and innovative thinking for solving real-world challenges.
Funded by The British Council and The Royal Academy of Engineering, the initiative is part of a broader project to embed PBL methods into Science, Technology, Engineering, and Mathematics (STEM) education in Ghana with clean energy taking centre stage.
Hydrogen, often described as the fuel of the future, was brought to life in the classroom as students explored its real-world applications in electric mobility.
Through an interactive session led by Dr. Tabbi Wilberforce Awotwe a Ghanaian-born lecturer in Engineering Education at King’s College London, students were encouraged to think creatively, brainstorming their own hydrogen-powered vehicle ideas while examining the environmental advantages of sustainable transport.
“I am truly honoured to have engaged with such enthusiastic learners and dedicated educators,” Dr. Awotwe remarked after the session. “Project-Based Learning goes beyond classroom instruction — it transforms students into problem solvers and innovators. Ghana is full of talent, and initiatives like this are essential in unlocking that potential.”
His call for long-term partnerships between Ghanaian and UK institutions also signals a growing recognition of the need for global collaboration in addressing climate challenges through education.
“We need to move beyond one-off engagements,” he added. “There is a need for structured, long-term collaboration that allows for shared learning, exchange programmes, joint curriculum development, and co-supervised student projects.”
The programme, still in its early stages, is expected to reach over 650 students nationwide, not just in high schools but also at the university level. Its goal is to nurture a generation of innovators ready to work in emerging fields like clean energy, robotics, and artificial intelligence.
Teachers at EAIS hailed the session as both inspiring and transformative, noting the enthusiasm and curiosity it sparked among students. “Our students were actively engaged, asking questions, thinking critically, and coming up with innovative ideas,” said one STEM coordinator. “This is exactly the kind of exposure they need to prepare for the future.”
As Ghana rethinks its education strategy to align with sustainable development goals, the integration of clean energy topics into STEM classrooms reflects a growing awareness that tomorrow’s engineers and scientists must also be environmental stewards.
This new direction in STEM education could position Ghana not just as a consumer of clean technologies, but as a leader in African-driven solutions for a greener future.