PurposeThis study examined the factors that influence households’ intention to adopt solar energy solutions in Zambia. This, in view of low adoption rates of solar energy solutions even in the wake of a widespread electricity power generation deficit across sub-Sahara Africa (SSA) has plagued the region with daily electricity load shedding lasting several hours at a time. Given the vast potential for solar energy generation in the region, solar energy solutions have become an attractive option to grid-based electricity, and many households have intentions of adopting these solutions.Design/methodology/approachThrough the lens of the theory of planned behaviour (TPB), the study surveyed adult household members in Zambia who contributed towards the household’s income. The participants were selected using the snowballing technique, which yielded a sample of 961 respondents. The results were analysed using structural equation modelling.FindingsThe results show that attitude, trust, benefits and subjective norms influence the intention to adopt solar energy solutions. Trust and benefits also influence the intention to adopt solar energy solutions indirectly through attitude. Therefore, measures aimed at increasing the adoption of solar energy solutions should focus on improving the attitude, perceived benefits, trust in the solutions and consider subjective norms.Originality/valueThe findings add to the understanding of the factors that influence the intention to adopt solar energy solutions in Zambia. Therefore, the findings can be used to inform measures aimed at improving solar energy uptake in Zambia. The study also reports on the previously unreported mediating role of attitude towards solar energy solution on the associations between perceived benefits and trust with solar energy solutions adoption intention.
PurposeThe study examined perceptions and beliefs that influence the intention to adopt solar energy solutions in the Zambian Housing Sector. This is important because empirical evidence for measures aimed at improving the adoption of solar energy solutions with SSA in general or a Zambian context, in particular, are largely missing from the literature.Design/methodology/approachHierarchical multiple linear regression was used to analyse quantitative data collected through an online questionnaire survey. A total of 947 valid responses were obtained from a convenient sample of household heads.FindingsThe results show that attitude towards solar energy solutions, subjective norms, perceived benefits, perceived trust, knowledge about solar energy solutions, load-shedding and social norms, in that order of magnitude, influence the intention to adopt solar energy solutions. Perceived behavioural control, perceived risk and perceived cost did not influence the intention to adopt solar energy solutions.Originality/valueThe results provide empirical evidence of important factors to drive the adoption of solar energy solutions in Zambia. The results further show that knowledge about available solar energy solutions, rather than general knowledge about renewable energy, influence the adoption intention of solar energy solutions.
While governments remain accountable for the delivery of infrastructure services, given the paucity of public resources, studies have recommended the use of private sector finance (PSF) as an alternative approach to delivering sustainable infrastructure both in developed and developing economies. Despite the recommendation, there has been very little use of PSF in delivering public projects, particularly in sub-Saharan Africa. Therefore, this study explores the constraining factors for the use of PSF in the delivery of public infrastructure in Tanzania and proposes recommendations. A total of 10 semi-structured interviews were conducted with different stakeholders delivering public infrastructure services. Interviewees were purposefully selected. Data were analyzed through conceptual content analysis. The findings reveal that the top five constraining factors were inadequate knowledge and skills, lack of policy to support or suffice PSF, bureaucracy or delays of approvals, lack of proper models for PSF, and lack of skilled people or existence of a big national skill gap. Thus, the identified constraints provided useful insights and were used as a road map for suggesting appropriate solutions to enhance the use of PSF. Furthermore, this is the first study to empirically explore the constraining factors for PSF in delivering infrastructure projects in the Tanzanian context.
The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading. Keywords: cognitive loading, complex questions, self-directed learning, zone of proximal development.
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