They travel thousands of kilometers—often more than 8,000—across borders and time zones. They are known affectionately as “Flying Professors”: international experts in clean and renewable energy who come to teach at the China-EU Institute for Clean and Renewable Energy (ICARE) in Wuhan.
Since its founding in 2012 by 12 universities from 6 countries under the joint initiative of the Chinese and European governments, ICARE has become a beacon of Sino-European cooperation in engineering education. More than 60 foreign professors from France, Italy, Spain, Greece, and the UK have crossed continents to join ICARE’s mission: to train global energy leaders for a sustainable future.
One of them, Professor Ghanim Putrus from Northumbria University (UK), has been teaching at ICARE for nearly a decade. On May 26, he resumed his “Energy Conversion II” course, delivering a dynamic and immersive English-language class. "The students at HUST are smart and driven," he noted. "Their passion strengthens my resolve to keep coming back, no matter the distance."
Over 70% of ICARE’s professional courses are delivered by these professors, who also co-develop the modular and interdisciplinary curriculum alongside Chinese faculty. The curriculum covers fundamentals and advanced renewable energy topics, supported by decades of teaching materials and research. "This layered system helps students from different backgrounds master course content more effectively," said Dr. Zou Mingqing, ICARE’s Vice Dean.
Initially, some professors were skeptical: could students from various majors follow highly technical content? But those doubts faded as interdisciplinary discussions sparked creativity and insight. “Chinese students are incredibly strong in mathematics,” noted several professors. “Their problem-solving ideas often surprise us.”
The interaction is transformative for both sides. Students gain global perspectives, while professors witness the classroom turn into a space of lively exchange and mutual growth. “What once seemed unimaginable is now a proud reality,” reflects one faculty member.
The influence of ICARE’s “flying professors” extends far beyond the classroom. Many support students in applying for internships and research programs in Europe. Some, like Professor Laurent Catoire, later supervise ICARE alumni in their PhDs. In 2024 alone, ICARE students co-authored nearly ten international papers with these visiting scholars—evidence that Sino-European collaboration is evolving from joint teaching to global research.
This special bond persists abroad. ICARE students often meet their former professors again in European labs and universities—moments that bring both warmth and pride.
Yang Rupu, now a senior engineer at the Ministry of Ecology and Environment of the People’s Republic of China, said: “ICARE’s courses blend theoretical depth with applied, project-based learning. Team projects honed my collaboration skills, while intensive computational modeling and programming fostered structured, analytical problem-solving. ICARE doesn’t just educate engineers, it cultivates versatile problem-solvers ready to tackle global challenges.”
Today, ICARE’s graduates are thriving: from SOEs and research institutes to finance, healthcare, and the digital economy. Over 98% secured employment between 2020 and 2024; 60% entered the clean energy sector. The ICARE education model is proving successful in producing versatile professionals—specialized and adaptable.
The “flying professors” have also embraced Chinese culture, engaging in calligraphy, opera, tea ceremonies, and local sports with students and colleagues. Through this cultural exchange, their sense of belonging to ICARE and HUST has only grown.
Thanks to continued collaboration—like the 2025 ICARE Summer Camp hosting 16 guests from NTUA—these professors serve not just as educators, but as bridges between East and West, science and society, knowledge and trust.
