This research falls within the field of physics education and focuses on the teaching and learning of energy transfers in photovoltaic energy chains within technical and vocational education in Benin. It begins with the observation that energy education is marked by three major tensions: conceptual, concerning the definition and coherence of school scientific models; didactic, relating to the transposition and articulation between theory and practice; and socio-professional, linked to sustainability, employability, and youth integration. Solar energy, although a central concept, remains abstract and difficult to teach, especially when it comes to designing and implementing transfers and conversions in photovoltaic systems. From an epistemological perspective, photovoltaic energy chains are analyzed as systemic models that represent energy flows and transformations, including conversion and storage components, architectures (on-grid, off-grid, hybrid), and their didactic implications. The theoretical framework draws on professional didactics and the double didactic-ergonomic approach (DADE), aiming to connect conceptual, functional, and organizational dimensions of teaching. The methodology is based on semi-structured interviews with professional teachers, allowing triangulation to identify difficulties in teaching and learning solar photovoltaics. The results show that learners struggle to distinguish between power and energy, to understand cumulative losses, and to interpret performance indicators. They also face epistemological obstacles, such as the inadequate transfer of reasoning from classical electricity and the gap between theoretical sizing and field realities. Teachers, for their part, encounter difficulties in explaining complex notions such as Maximum Power Point Tracking (MPPT), AC/DC architectures, or battery management, and must constantly update their content. On the organizational level, they suffer from a lack of harmonized references, pedagogical and material resources, and insufficient articulation between theory, practice, and fieldwork. Finally, they are confronted with incomplete input data, local constraints, and an insufficient regulatory framework.
