This paper addresses the teaching of gas turbine technology in a third-year undergraduate course in Sweden and the challenges encountered. The improvements noted in the reaction of the students and the achievement of the learning outcomes is discussed. The course, aimed at students with a broad academic education on energy, is focused on gas turbines, covering topics from cycle studies and performance calculations to detailed design of turbomachinery components. It also includes economic aspects during the operation of heat and power generation systems and addresses combined cycles as well as hybrid energy systems with fuel cells.

The course structure comprises lectures from academics and industrial experts, study visits, and a comprehensive assignment. With the inclusion of all of these aspects in the course, the students find it rewarding despite the significant challenges encountered. An important contribution to the education of the students is giving them the chance, stimulation, and support to complete an assignment on gas turbine design. Particular attention is given on striking a balance between helping them find the solution to the design problem and encouraging them to think on their own.

Feedback received from the students highlighted some of the challenges and has given directions for improvements in the structure of the course, particularly with regards to the course assignment. This year, an application developed for a mobile phone in the Aristotle University of Thessaloniki for the calculation of engine performance will be introduced in the course. The app will have a supporting role during discussions and presentations in the classroom and help the students better understand gas turbine operation. This is also expected to reduce the workload of the students for the assignment and spike their interest.

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