From 27 July to 9 August 2026, 14 students from the School of Electrical Engineering at Southeast University (SEU), led by faculty members Yi Cao and Ji Bao,travelled to the University of Cambridge in the United Kingdom to take part in the study visit and exchange programme “Systems Design and Engineering Thinking+: Sustainable AI-Driven Smart Cities.” The programme marked the beginning of an international academic journey integrating disciplinary learning, engineering practice, and cross-cultural exchange. Drawing on the academic resources of the Department of Engineering at the University of Cambridge, the programmecentred on systems design and engineering thinking and adopted a Project-Based Learning (PBL) approach. Through training in system architecture, requirements analysis, risk identification and solution design, students learned to conceptualize, model and optimize complex systems integrating multiple technologies while developing an interdisciplinary mindset and a holistic approach to engineering problems.
The advanced module focused on smart grids. It introduced the fundamentals of power systems, through real-world issues such as renewable energy integration and energy-system flexibility. Students explored how the digitization of urban energy infrastructure can support renewable-energy integration and sustainable development. The module laid a solid foundation for further study inrenewable energy, electrical engineering and related fields. In class, students worked in groups to investigate project topics and delivered presentations on their findings. Outside the classroom, they went punting on the River Cam and took part in a range of cultural lectures and team activities.
The programme also invited Professor Colm Durkan, Head of the Department of Engineering at the University of Cambridge, and Professor Glenn Vinnicombe, Professor of Control Engineering and a senior academic in systems and control, to deliver supplementary lectures on “Fundamentals of Electrical Systems” and “Smart Grids / Energy Systems.” By combining classroom discussion with exposure to research, the programme strengthened students’ professional capabilities while broadening their horizons. It enabled them to develop a deeper understanding of systems design and to experience Cambridge’s intellectual atmosphere and cultural traditions.
The visit exemplified the School’s ongoing efforts to strengthen international education and deepen collaboration with leading universities worldwide. It also represented another proactive effort to integrate high-quality international educational resources into talent development and to provide students with opportunities to refine their engineering thinking and global competencein an international academic environment.
PART 1 Opening Ceremony and Orientation
On the opening day of theprogramme, students first watched a promotional video about the Cambridge exchange programme. Through vivid footage, the video reviewed the programme’s development and vision, giving everyone an engaging overview of the programme and the experience ahead. Oliver, the programme coordinator, gave a detailed introduction to the programme’s purpose, objectives and wide-ranging schedule of activities, setting the tone for the experience to come.
Next, 12 instructors from Cambridge introduced themselves one by one, sharing their academic backgrounds and areas of expertise. The introductions allowed students to become acquainted in advance with the teachers who would accompany them throughout the programme. At the end of the opening ceremony, 4 student representatives took the stage to speak about their aspirations for studying at Cambridge, their expectations for the programme, and their desire to continue growing through learning. The atmosphere was enthusiastic and full of anticipation.
PART 2 Clarifying Concepts and Learning by Doing
Once the academic programme formally began, Professor Michael first explained the true meaning of “systems design” in a clear and accessible way. Professor James then introduced the teaching team and programme objectives and outlined the systems design process. He also explained that the course would make use of research-topic worksheets and group-study seminars, emphasizing the importance of rigorous systems thinking.
Using a hospital as an example, Professor James explained how a system is structured and highlighted the key questions that need to be considered for each component. He emphasized four dimensions in particular: needs, risks, people and ways of thinking.
Professor James also drew on the development of the Airbus A380 to illustrate the complete process of building a complex system step by step from initial requirements. He further discussed cases such as an oiltanker fire and the iterative development of automotive products, helping students understand the practical value of systems design in real engineering contexts from multiple perspectives.
Under Professor James’s guidance, students then took part in their first workshop. Starting from the background materials, they identified topics for discussion, clarified core questions, and explored possible solutions. They were also asked to list the expectations and requirements of different stakeholders and consider how these might affect the design of the system. Through this first workshop, students gained initial hands-on experience with systems-thinking methods for extracting key factors from complex and fragmented information.
PART 3 Breaking the Ice and Learning Together through Group Discussions
Led by their instructors, the students visited several Cambridge colleges, including Newnham College, and experienced their distinctive architecture and atmosphere first-hand. During the walk, the group also took part in light-hearted ice-breaking games on the lawn. Laughter quickly brought the students closer together and helped build a warm sense of community within the group.
Outside formal class time, students continued their group discussions using the research-topic worksheets, deepening their understanding and application of systems-design concepts and laying the groundwork for the more advanced practical sessions that followed.
PART 4 Punting on the River Cam and Discovering Cambridge’s Artistic Heritage
Between intensive academic sessions, the faculty and students visited Cambridge’s renowned River Cam to experience one of Cambridge’s best-known traditions: punting. Students boarded long, narrow flat-bottomed boats in groups while the punters stood at the stern and propelled the boats gently downstream with long poles. The riverbanks were shaded by lush trees and graceful willows, while historic stone bridges stretched across the water. As the boats passed Clare College and King’s College, the Gothic pinnacles of King’s College Chapel stood out strikingly against the blue sky and white clouds.
The programme also invited a guest speaker to give a lecture on stained-glass art and British architecture. Drawing on the rich architectural heritage of Cambridge, the lecture traced the relationship between the craft of stained glass and the aesthetics of British architecture.
PART 5 Cambridge Treasure Hunt and Deeper Learning through Practice
During their free time, the instructors carefully designed a distinctive treasure hunt for the students. Following a series of clues, the students made their way across the Cambridge campus, discovering overlooked corners and unexpected surprises as they searched for answers. The activity added many memorable and enjoyable moments to the visit.
In the workshops and group discussions that followed, students learned to create rich pictures and flow diagrams. By visualizing the key elements and relationships within complex systems, they further strengthened both their understanding of systems-design methodology and their ability to apply it in practice.
The programme also included a distinctive arts-and-humanities component. Rebekah delivered a themed session entitled “Geography of Beauty”. Beginning with the criteria by which people judge beauty, she explored how globalization has influenced and reshaped the concept of beauty. The discussion encouraged students to reflect on cultural diversity and aesthetic values and to develop a more critical, globally informed perspective.
PART 6 Closing Reflections and Outlook
From the anticipation of the opening ceremony to the exchange of ideas in workshops and group discussions; from relaxed punting on the River Cam to unexpected discoveries during the treasure hunt, the Cambridge study visit enabled students from the School of Electrical Engineering to gain a systematic understanding of the methodology of systems design and engineering thinking while also experiencing the cultural traditions of a world-leading university.
At the closing ceremony, Zhu Han, speaking on behalf of the students, observed: “This study visit deepened our understanding that, when addressing complex issues surrounding the energy transition, smart-grid development and urban digitalisation, future engineers need not only strong disciplinary expertise but also interdisciplinary thinking, intercultural communication skills and the ability to take a holistic view of complex systems.”
Looking ahead, the School of Electrical Engineering will continue to draw on leading global education and research resources, broaden international exchange opportunities for students and academic staff, and deepen collaboration with universities worldwide. The School of Electrical Engineering will encourage more students to explore the frontiers of knowledge, bring Chinese and global perspectives into dialogue, and demonstrate the intellectual curiosity and global outlook of SEU students on the world stage—connect the world and embrace the future!
Edited by: Wanming Gu, Han Zhu,Rui Yang, Zimeng Mao, Wenzhi Zhou
Initial Review: Xi Wu
Final Review: Yi Cao
