Today, the costs of most Renewable Energy (RE) technologies especially hydrogen energy technologies such as fuel cells, are still beyond the means of poorer economies in developing countries. Hence, there is little public awareness and local expertise in RE in these countries and even lesser in hydrogen energy. To solve this problem, it is important to train local manpower in RE, starting with enabling local schoolchildren to learn about RE, especially hydrogen fuel cells. RE provides an alternative, sustainable and clean energy that improves the environment and human life, expands the choice of available energy sources that improves energy security, and reduces consumption of fossil energy in electricity generation and public transportation. Hence it is critical that teaching modules for exposure, acceptance and uptake of RE technologies are developed to suit local conditions. The purpose of this paper is to review recent progress and advances in RE education especially in hydrogen fuel cell. Important features of the modules, educational materials and reports are discussed critically. This paper assesses the literature on RE teaching in schools, especially in hydrogen fuel cells, and discusses the problems faced and the optimal period for cost-effectiveness. A curriculum that integrates literacy and social concepts with science, technology, engineering and mathematics (STEM) concepts could be developed in the future. The literature shows that teaching and learning of fuel cells could be achieved by using the five "Es"; Engagement, Exploration, Explanation, Elaboration and Evaluation, and also by promoting collaboration, team work, communication and design in project based learning activities. Most teaching materials include a project for students to build their own singlecell Proton Exchange Membrane (PEM) fuel cells and electrolyzers, and to produce hydrogen by using solar energy. Appropriate and economic criteria are developed for the design and development of modules for teaching and learning of hydrogen fuel cells, which could be implemented in physical classrooms or on free blended online learning platforms during the COVID-19 pandemic.

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