In an era marked by escalating environmental challenges and the growing need for sustainable solutions, education plays a crucial role in equipping future generations with the knowledge, skills, and critical awareness to lead the charge for a sustainable future. This paper introduces an innovative educational initiative that integrates a visit to a smart campus with a hands-on workshop on energy harvesting. Framed within the principles of transformative, place-based, and phenomenon-based learning, this approach seeks to provide students with an experiential understanding of renewable energy systems and their role in promoting sustainability.

The program begins with a guided tour of a smart campus showcasing advanced renewable energy technologies, including solar panels and its management system. Participants engage with real-world energy harvesting applications, observing how these systems are effectively integrated into campus operations. This initial exposure contextualizes theoretical principles, allowing students to grasp the complexities of renewable energy technologies in practice. The visit emphasizes the importance of sustainable practices in educational institutions, setting the stage for further exploration of wind energy. 

Following the campus visit, the workshop shifts focus on the design and functionality of wind energy harvesting systems. Participants learn about the automated control mechanisms that enable windmills to optimize their orientation based on real-time wind direction and speed, highlighting the significance of sensors and smart algorithms in enhancing energy efficiency. Discussions also explore the integration of artificial intelligence into renewable energy systems, offering insights into the future potential of intelligent, data-driven energy optimization.

Central to this initiative is the framework of transformative education, which emphasizes critical reflection, collaboration, and empowerment. Participants are encouraged to critically assess their assumptions about energy consumption and sustainability while engaging in dialogue and community-based problem-solving. The interactive nature of the program fosters a sense of inquiry and deepens students' enthusiasm for applying engineering principles to real-world challenges. The outcomes of the workshop reveal a significant increase in students’ understanding of renewable energy systems and their interest in leveraging engineering for sustainable development.

Ultimately, this paper highlights the significance of linking transformative education principles with experiential learning opportunities. By combining theoretical knowledge with practical application, this initiative advances the discourse on effective pedagogical strategies in STEAM education and underscores the critical role of education in preparing students to address the complexities of global energy challenges.

Keywords: Education, Energy Harvesting, Experiential Learning, Place-based learning, Phenomenon-based learning, Renewable Energy, Sustainability, Sustainable Education, Technology and Engineering Literacy, Transformative learning.