In the Footsteps of the Sun: A Sustainable Future
The growing global demand for energy, the environmental impacts of fossil fuels, and the goals of sustainable development have made energy systems engineering one of the most critical disciplines of our time. In particular, the more effective use of renewable energy sources and the enhancement of energy efficiency require not only technical solutions but also social awareness and interdisciplinary collaboration. In this context, the question of how the transition to sustainable energy will take place in Cyprus—a region with significant potential in energy production and consumption—and how engineering education can contribute to this process is of great importance.
In this special interview with Assist. Prof. Dr. Neyre Tekbıyık Ersoy, a faculty member at the Faculty of Engineering of Cyprus International University (CIU), we discussed a wide range of topics—from the fundamental principles of energy systems engineering and the solar energy potential of Cyprus to the role of universities in raising public awareness and the contributions of student-focused projects like SCAP to engineering education. In addition to strategic suggestions on how renewable energy policies can be implemented in developing countries, the interview also includes guiding advice for aspiring young engineers. While Ersoy sheds light on both academic and practical efforts in the energy field, she also offers inspiring insights for young engineers and anyone interested in energy policy.
1. Can you briefly explain the field of Energy Systems Engineering?
Energy plays a major role in our daily lives. We need it for electricity, heating and cooling, and transportation. At the same time, the depletion of fossil fuels and their environmental impact make it necessary to use renewable and alternative energy sources much more effectively now and in the future. The main goal of energy systems engineering is to train engineers who will work in these areas. The foundations of energy systems engineering are rooted in electrical-electronics engineering and mechanical engineering, and it enables students to specialize in energy production, consumption, and management. In general, energy systems engineering is a branch of engineering that focuses on examining energy resources (such as fossil fuels and renewable energy sources), and modeling, designing, and optimizing systems that generate energy from these sources. However, energy systems engineering is not limited to energy production alone. It also includes areas such as energy consumption analysis, energy efficiency and conservation, energy storage, and energy policies.
2. Cyprus has a very high solar energy potential. In your opinion, what should be the priority steps to utilize this potential more effectively?
Solar energy is already being used effectively in Cyprus. However, the majority of this usage is in the form of passive solar energy (such as designing homes to maximize natural light and benefit from solar heat) and solar water heating systems. According to the Renewables 2025 Global Status Report published by REN21, Cyprus ranks second in the world (as of 2024) in terms of per capita solar thermal collector capacity for water heating.
However, the solar energy potential of Cyprus can also be effectively utilized for electricity generation—a field where the island still has significant untapped potential. In recent years, many solar installations have been implemented. But in order to further increase the use of solar energy in electricity generation, a thorough analysis of the current state of the electrical grid is essential. This analysis should be supported by feasibility studies and future projections.
In an electrical grid, the supply and demand of electricity (production and consumption) must be balanced in real time. This means that electricity generation needs to continuously meet consumption needs. However, solar panels cannot generate electricity at night, and factors such as instantaneous solar radiation, cloud cover, and shading also affect production. This makes balancing the grid more challenging.
To overcome these challenges, several steps can be taken including implementing energy storage systems, supporting the grid with multiple energy sources (e.g., combining solar with wind or other electricity generation methods),encouraging consumption patterns that align with production, through the use of time-based electricity pricing and improving energy efficiency. All of these measures would help integrate more solar energy into the system. However, a crucial first step is to raise public awareness about energy production and consumption.
3. In your opinion, how decisive are public awareness and education in the transition to renewable energy? What is the role of universities in this process?
Education is the key that unlocks the door to progress… Whether or not you move forward after opening that door is up to you—but you still need the key to open it in the first place. Therefore, I believe public awareness and education play a crucial role in the transition to renewable energy. If you don’t know about or understand something, you can’t truly value it or contribute to its advancement. The primary goal of universities is to train individuals who are experts in their fields. In energy systems engineering, we educate students so they can understand and design various renewable energy systems. Some of our graduates go on to work in this field, helping to spread the use of renewable energy. However, individual efforts alone do not always lead to large-scale results. That is why increasing public awareness in the field of renewable energy is essential. To achieve this, educational initiatives and seminars should be organized around key topics, such as what fossil fuels are and how they are used, their environmental impact and the fact that they will be depleted in the near future, how renewable energy can replace them, the opportunities and benefits offered by renewable energy systems and how these systems can be used most effectively. I believe universities can play a significant role in this. They can organize seminar series, short training sessions, and certificate programs on these subjects, or produce and share short educational videos. I am confident that these efforts would greatly benefit the public.
4.How do student-centered programs like Sustainable Capstone Projects (SCAP) make a difference for the future of engineering education?
Engineering education involves equipping students with the technical knowledge they need to develop solutions that benefit human life within their specific engineering field. To do this effectively, students must also develop analytical thinking, the ability to anticipate and solve problems, and enhance their creativity.
The Sustainable Capstone Projects (SCAP) program—which I co-founded with Assoc. Prof. Dr. Keyvan Bahlouli in April 2023 and have co-managed since then—has provided valuable benefits to many students in this regard. Engineers are expected to apply the theoretical concepts they learn during their university education effectively in real-life scenarios. However, most engineering courses are heavily theoretical, and practical applications are often limited to lab sessions. The SCAP program creates opportunities for students to develop themselves during the transition from academic life to the professional world. Within SCAP, volunteer students from all engineering disciplines and academic levels (undergraduate and graduate) work in groups to design engineering projects using materials like electronics, mechanical parts, and plastic waste. This boosts both their creativity and practical skills.
At the same time, SCAP raises students' awareness of pressing issues such as waste management and increasing emissions, encouraging them to take an active role in sustainability efforts. Since the majority of projects are related to renewable energy, students also develop a strong sense of sustainability. Moreover, each SCAP team includes students from various disciplines and academic levels, enabling them to work on more comprehensive projects. This interdisciplinary approach helps them improve their teamwork and project management skills—critical abilities for a smooth transition into the workforce.
For those who want to learn more about the SCAP program, you can visit our website or follow our Instagram page at @SCAPCIU.
5. You emphasize the importance of an interdisciplinary approach in renewable energy projects. How do you implement this approach in SCAP projects?
Designing and implementing engineering projects requires technical knowledge from various fields. In SCAP, our student groups are intentionally formed with participants from different engineering disciplines. This allows students to benefit from each other's expertise and knowledge.
For example, take the small sustainable house project developed within SCAP. In this project, students used solar energy to meet the electricity and heating needs of a small, portable house. They designed a solar-powered underfloor heating system and integrated automatic control for its operation. The successful realization of this project was only possible with the collaboration of students from three different engineering branches: electrical-electronics, mechanical, and mechatronics.
One of the most valuable aspects of SCAP is that many groups work on and build different projects in a shared environment. This encourages students to draw inspiration from one another, easily exchange ideas across teams, and rapidly develop their own skills.
We deliberately designed SCAP as a non-competitive space. Students are free to express their ideas and support one another. When students observe how others are using waste materials creatively in their projects, they are inspired to generate innovative ideas for both their own and other teams’ work. This collaborative and interdisciplinary culture is what makes SCAP so impactful in preparing students for real-world challenges in renewable energy and beyond.
6. What kind of skills do you aim to equip engineering students with, so they become competent and responsible individuals in the field of energy systems?
First and foremost, we aim to provide students with the theoretical and technical knowledge they will need. Beyond just teaching them how each system works, we also focus on explaining why it works that way and what could happen under different scenarios.
Our primary goals include Developing their foresight and problem-solving abilities, equipping them with essential design and simulation skills. In addition to technical competencies, we want the engineers we train to be ethically grounded, socially conscious, able to evaluate the societal and environmental impacts of the systems and solutions they develop. Ultimately, we strive to shape engineers who not only excel in their field but also act with a sense of responsibility toward the world they help shape.
7.What strategies can be suggested to increase the feasibility of renewable energy policies in developing countries?
The feasibility of renewable energy policies depends on the geography, governance system, and economic conditions of a country. Therefore, the most effective policy will differ from one country to another. Renewable energy policies can be implemented in every country; what matters is selecting the right policy at the right time, updating it periodically in line with current conditions, and ensuring that the necessary infrastructure and support systems are in place for effective implementation. In developing countries, the main challenges typically include limited technical or technological infrastructure, restricted access to advanced technologies, underdeveloped industrial production, economic instability, and a still-developing level of public awareness. In light of these factors, I recommend the following strategies: Firstly, increase public awareness of renewable energy and ensure transparent access to information about existing policies. Design policies that enable a gradual transition from the existing system to the new one, with clearly defined procedures and conditions. Ensure that all stakeholders—those who will benefit from the policies or are expected to comply with them—are well-informed. In countries with low awareness and limited access to technology, grants and investment incentives can be effective tools. However, these should be implemented with consideration for the country’s budget and technological readiness. As awareness grows and technology becomes more widespread, more advanced policies like Feed-in Tariff (FiT) systems may be introduced to encourage investment and integration. For those seeking more in-depth knowledge about energy policies, including definitions of various policy types, examples of how they are applied in different countries, and guidance on selecting the most appropriate one for a given context, I recommend my book on "Energy Efficiency and Renewable Energy Policies".
8. In your opinion, how can universities contribute to aligning energy policies with sustainable development goals?
The Sustainable Development Goals (SDGs) are a call to action that includes targets to be achieved by 2030, adopted by member countries of the United Nations (UN). These goals are listed as follows:
(1) No poverty, (2) Zero hunger, (3) Good health and well-being, (4) Quality education, (5) Gender equality, (6) Clean water and sanitation, (7) Affordable and clean energy,
(8) Decent work and economic growth, (9) Industry, innovation, and infrastructure,
(10) Reduced inequalities, (11) Sustainable cities and communities, (12) Responsible consumption and production, (13) Climate action, (14) Life below water, (15) Life on land,
(16) Peace, justice, and strong institutions, (17) Partnerships for the goals.
Due to the nature of the education they provide, universities are in a position to directly contribute to several SDGs, particularly goals (4), (5), (9), and (10). As can be expected, many of these goals are interdependent. For example, in order to achieve Climate Action (13), it is necessary to also address Affordable and Clean Energy (7), Economic Growth (8), and Sustainable Cities (11).
To align energy policies with sustainable development goals, it is first necessary to determine where the country stands with respect to each goal, what the deficiencies are, how these gaps can be addressed, what methods should be followed, and who will implement these methods, how, and within what time frame. This, in turn, requires people with technical knowledge, expertise, and experience.
Universities should educate individuals who possess these qualifications—who are capable of working in harmony with people from different disciplines, who are respectful of each other’s viewpoints, who can think creatively and differently, and who can develop and implement actionable ideas. In this way, universities can make a significant contribution to the development and implementation of policies that will enable the achievement of sustainable development goals.
9. What technological or structural transformations do you foresee in energy production and consumption over the next 10 years?
Today, technological developments are accelerating rapidly. In the future, many different technologies are expected to be implemented in the energy sector. Some of these, which are already being applied in various countries, can be listed as follows: electric vehicles, smart grids, demand management, and data analytics. Electric vehicles draw electricity from the existing grid at random times, but they can also return electricity to the grid at different times. In this sense, electric vehicles function somewhat like batteries. However, for this system to operate effectively, serious planning and complex engineering are required. This will necessitate engineers with interdisciplinary knowledge. A smart grid represents the integration of the electric grid with a communication network. In smart grids, large amounts of real-time data can be collected and accessed using numerous sensors and communication technologies. This data is used to operate the electrical grid in the most efficient way possible. Moreover, smart grids can predict faults in advance and, in the event of a malfunction, can prevent large areas from being left without electricity for extended periods. Demand management (Demand Response) involves the use of pricing strategies to temporarily alter electricity consumption. This is made possible through the use of smart meters and detailed data analysis. In summary, in the coming years, there will be developments that will require experts from multiple disciplines to work together.
10. Lastly, what advice would you give to young engineers considering a career in the energy sector?
First and foremost, I would recommend that they embrace learning and understand that it is a lifelong process—because energy is a rapidly evolving field. Today, awareness around energy is increasing, and there are numerous technological developments occurring in a short period of time. Additionally, with the growing number of universities, the number of individuals pursuing a career in this field is also rising. This means that young graduates will face competition. They should receive education in the area they want to work in, and not settle for just that—continuously improving themselves is essential. I would also advise them not to fear failure; every failure holds a lesson, and they should reflect on what they can do better next time. I wish all young engineers the best of success.