Renewable energy education: A global status review

Kandpal, Tara C.; Broman, Lars

doi:10.1016/j.rser.2014.02.039

Cited by 233 publications

(144 citation statements)

References 138 publications

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“…Therefore, community-based environmental education should also incorporate local characteristics of the community and main themes of related governmental policies, such as renewable energy education (Kandpal and Broman, 2014), forest plantation, plant diversity, roof-top solar power generation, green roof, garbage reduction, biodiversity, greenhouse effect, climate change, energy conservation and carbon emission reduction. In the literature collected in this study on factors of community development and community-based environmental education, the study of Goralnik and Nelson (2011) indicates education can help to improve people's ethical behaviors.…”

Section: Key Factors Of Community-based Environmental Educationmentioning

confidence: 99%

Discussion of Environmental Education Based on the Social and Cultural Characteristics of the Community‒an McDm Approach

Hsueh¹,

Su²

2017

Appl Ecol Env Res

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Abstract. Because of its geographic location, local characteristics and interconnections among its members, a community is often the basic unit for policy advocacy and implementation. With the worsening environmental pollutions nowadays around the world, problems such as greenhouse gas emissions, climate change, melting polar ice, and endangered species all demand the most urgent attention. In particular, high CO 2 emissions have caused unpredictable climate anomalies and disasters, posing as a severe and direct threat to the lives and properties of some people in the world. It is now an urgent priority to arouse higher awareness of the importance of environmental protection through education. In this study, the multi-criteria decision making methods of Analytical Hierarchy Process (AHP) and the quantification functions of fuzzy logic theory are used to build a quantitative evaluation model for community-based environmental education.

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Section: Key Factors Of Community-based Environmental Educationmentioning

confidence: 99%

Discussion of Environmental Education Based on the Social and Cultural Characteristics of the Community‒an McDm Approach

Hsueh¹,

Su²

2017

Appl Ecol Env Res

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“…What has become clear is that renewable energy development requires skilled operators, trained technicians, and more researchers to fill the technicalities gap (Kandpal and Broman 2014). Other forms of impediments to renewable energy development has arisen from the lack of public awareness, misunderstanding, and unwillingness to change lifestyle, described in the academic arena as social acceptance (Wustenhagen et al 2007;Assef and Frostell 2007;Yuan et al 2011;Cohen et al 2014;Stigka et al 2014).…”

Section: Renewable Energy Developmentmentioning

confidence: 99%

Prospects for renewable energy education (REE) in elevating youth energy and environmental awareness in Jordan

Zyadin¹

2015

Diss. For.

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Renewable Energy Education (REE) is an evolving public education approach that ultimately aims to elevate public awareness and cultivate their support toward renewable energy (RE) development. Young citizens are the pacesetters of RE development if equipped with the necessary knowledge and skills. There is, however, a lack of research studies aimed at exploring and understanding young citizens' perceptions and attitudes toward RE, particularly in developing countries. Jordan is an example of a fossil fuel-addicted country, yet it is endowed with enormous RE potential. This dissertation provides a synthesis drawn from exploring school students' knowledge, perceptions, and attitudes toward RE and their perceptions toward protection of the environment (Paper 1, IV). This study also investigated knowledge, perceptions, and attitudes towards RE among secondary school teachers (Paper II). The nature of interactions between students, home, school, and the role of mass media were also explored (Paper III).The results showed that females, residents of urban areas, and students of private-mixed schools were more knowledgeable of the uses and the nature of renewable energy technologies (Paper I). The study found that males seem to support nuclear power, while females favored renewables (Paper 1). Females attributed the responsibility for environmental protection to society as a whole, while males attributed it specifically to the government. However, females appeared very skeptical about the role of science/technology, and interventions from developed countries on environmental protection (Paper IV). The students' knowledge of bioenergy appeared very weak (Paper I). Although teachers supported RE they appeared skeptical about its future development in Jordan (Paper II). The teachers thus supported nuclear power and oil shale resource utilization as a means for economic development. The students denoted their parents as a prime source of information while they indicated that the internet was an important tool to acquire information.The study suggests that educated and well-informed young citizens may convey their knowledge to their illiterate parents. TV and school activities appeared of great importance for females whilst males preferred to receive information from parents and school teachers (Paper III). The study highlighted the need to revisit the current public education policies in Jordan in order to craft new policies aimed at fostering a better knowledge of RE, its uses and benefits with special focus on females' preferences and needs. The study also suggests developing the RE knowledge capacities of teachers to ensure successful implementation of newly crafted educational policies. The study further suggests developing public outreach campaigns through mass media with the aim of eliminating uncertainty among the public regarding future energy choices.

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“…Renewable energy and environmental education can motivate students to make efforts towards development and implementation of various strategies to face challenge encountered by the energy sector including the provision of meeting this crisis in an eco-friendly manner. The values and attitudes of students toward harnessing renewable energy sources and associated socio-economic and environmental dimensions can play crucial roles in shaping a more sustainable world for tomorrow 4,5,6,7 . With the publication of Education for Sustainability: An Agenda for Action in 1996 by the United States President's Council on Sustainable Development, global sustainability has become prevalent in the curricula of K-16 classrooms.…”

Section: Background Informationmentioning

confidence: 99%

Bioenergy Academy for Teachers (BEAT) Promotes Multidisciplinary Content in STEM Education

Mitra¹,

Nagchaudhuri²,

Henry³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Renewable energy education: A global status review

Cited by 233 publications

References 138 publications

Discussion of Environmental Education Based on the Social and Cultural Characteristics of the Community‒an McDm Approach

Discussion of Environmental Education Based on the Social and Cultural Characteristics of the Community‒an McDm Approach

Prospects for renewable energy education (REE) in elevating youth energy and environmental awareness in Jordan

Bioenergy Academy for Teachers (BEAT) Promotes Multidisciplinary Content in STEM Education

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