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Energy Literacy: A Review in Education

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Title: Energy Literacy: A Review in Education
Language: English
Authors: Aishwarya Ramachandran (ORCID 0000-0002-1590-741X), Naoko Ellis (ORCID 0000-0002-1241-1259), Derek Gladwin (ORCID 0000-0002-0053-4745)
Source: Journal of Environmental Education. 2024 55(3):191-202.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Energy Education, Environmental Education, Sustainable Development, Elementary Secondary Education, Higher Education, Teacher Education, Professional Education, Informal Education, Learning, Educational Research, Research Needs, Knowledge Level
DOI: 10.1080/00958964.2023.2283694
ISSN: 0095-8964
1940-1892
Abstract: Energy literacy is a developing field of research and practice that provides a comprehensive way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. This literature review, building on an increasing momentum of research across various disciplines, outlines current energy literacy scholarship focused on a range of educational contexts (i.e., K-12, higher and post-secondary, teacher education and professional programs, and informal education). This review aims to show how energy literacy serves as a multifaceted way of developing knowledge and experiences about energy, which is an integral part of environmental and sustainability education, and that links to educational research and scholarship that supports energy transition in society more broadly.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1423342
Database: ERIC
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  Value: <anid>AN0177038426;jee01may.24;2024May07.05:41;v2.2.500</anid> <title id="AN0177038426-1">Energy literacy: A review in education </title> <p>Energy literacy is a developing field of research and practice that provides a comprehensive way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. This literature review, building on an increasing momentum of research across various disciplines, outlines current energy literacy scholarship focused on a range of educational contexts (i.e., K-12, higher and post-secondary, teacher education and professional programs, and informal education). This review aims to show how energy literacy serves as a multifaceted way of developing knowledge and experiences about energy, which is an integral part of environmental and sustainability education, and that links to educational research and scholarship that supports energy transition in society more broadly.</p> <p>Keywords: Energy literacy; literature review; energy transition; energy education; environmental education; education systems</p> <hd id="AN0177038426-2">Introduction</hd> <p>Energy is integral to our existence. As Smil ([<reflink idref="bib40" id="ref1">40</reflink>]) noted, without at least "a modicum of energy literacy" (p. 21), it is difficult to understand how the modern world works. And yet, energy often remains nebulous in how people can relate to, define, and/or understand it. Society continues to face the consequences of energy choices over the past two centuries, needing to build better relationships with energy and understandings of it, and to transition away from unsustainable practices of fossil fuel dependence. Education that focuses on energy, or what has evolved into energy literacy (EL), remains a key aspect to enacting sustainable energy transitions.</p> <p>Despite the extreme importance of energy in our lives, and its socio-ecological impacts, there continues to be limited discussion, particularly compared to climate education, about how to integrate energy learning in education (Jorgenson et al., [<reflink idref="bib21" id="ref2">21</reflink>]), civic discourse (Eisler, [<reflink idref="bib14" id="ref3">14</reflink>]), or people's personal lives (van den Broek, [<reflink idref="bib46" id="ref4">46</reflink>]). This review contains a temporal window, starting with the influential publication of DeWaters and Powers ([<reflink idref="bib10" id="ref5">10</reflink>]), where a significant shift in EL scholarship occurred—moving from previous technological and functional definitions of <emph>energy education</emph> to practical, personal, and social conceptions of <emph>energy literacy</emph>. Since 2011, some literature reviews have been published in an attempt to capture this growing area of research. Martins et al. ([<reflink idref="bib31" id="ref6">31</reflink>]) focused on the integration of affective and behavioral approaches to energy-related decisions and their implications to policy. van den Broek ([<reflink idref="bib46" id="ref7">46</reflink>]) examined household EL that included financial, device, action, and multifaceted literacies. Jorgenson et al. ([<reflink idref="bib21" id="ref8">21</reflink>]) and Dias et al. ([<reflink idref="bib13" id="ref9">13</reflink>]) conducted reviews of energy education and literacy more broadly, which revealed that the environmental education literature is significantly more engaged with climate change than energy-specific issues. A systematic review of programs at primary and middle schools by Rohmatulloh et al. ([<reflink idref="bib39" id="ref10">39</reflink>]) showed that EL research mostly used quantitative approaches, where mixed and qualitative methods to assess EL are becoming increasingly popular, and then recommended that the relationship between cultural and religious values could be expanded in EL programs. The consensus of these reviews pinpoints the need for an integrated and multifaceted socio-cultural awareness around energy—a call that supports further exploring EL in educational contexts.</p> <p>In this review, the aim is to complement and expand upon earlier reviews by capturing and categorizing research on EL in educational contexts. Four primary areas of current EL literature have been examined and categorized: K-12 education; higher and post-secondary education; teacher education and professional development; and informal education. These categories emerged out of data collected to further organize and continue the conversation of previous reviews, as well as other literature, to identify where and how EL is used in a variety of educational contexts. Such categories also showcase the vehicles for advancing EL—through educational models, systems, and programs—that will in turn serve as a starting point and support for researchers, teachers, educational professionals, and policy makers. In this context, the following research questions (RQs) are considered in the search and framing of this review:</p> <p></p> <ulist> <item> RQ 1: Where are the emphases and gaps in research on energy literacy in education?</item> <p></p> <item> RQ 2: What opportunities exist for research on energy literacy beyond formal education?</item> </ulist> <p>The article is organized as follows. The next section provides a definition of EL and situates it in the context of transition and as educational approach that addresses societal impact. The following sections outline the methodological approach to searching and identifying EL literature, with results shown in four educational subsections. Findings are discussed and recommendations for future research are presented in the penultimate section. The article ends with summarized conclusions of the conducted study.</p> <hd id="AN0177038426-3">Energy literacy in a time of transition</hd> <p>Energy transition, as a process of shifting from fossil fuels to renewable and equitable forms of energy, is fundamental to addressing a legacy of fossil fuel dependence that is the primary driver of climate change. Moving to sustainable forms of energy is not only an issue of technology and capability, but also an opportunity for environmental education to support new ways to envision and enact energy transition (Sovacool, [<reflink idref="bib42" id="ref11">42</reflink>]). McCaffrey ([<reflink idref="bib33" id="ref12">33</reflink>]) noted how environmental and sustainability education prepares students to make informed energy decisions. The author maintains that energy and climate literacy efforts should be combined and ideally infused throughout all stages of education and subject areas including commerce, civics, social science, and humanities, as well as where it is most common in Science, Technology, Engineering, and Mathematics [STEM]. Jorgenson et al. ([<reflink idref="bib21" id="ref13">21</reflink>]) similarly recommended environmental educators and researchers adopt a vision and strategy for climate change and energy education that more explicitly addresses the role of collective action, multi-actor networks, and sociotechnical innovation in shaping energy transition processes. Such a significant transition depends upon developing a collective language for and understanding of energy—or, as proposed in this review, adopting a practice of EL that allows for expansive and multifaceted ways of developing knowledge and experiences about energy, as well as how it is conceived and applied in people's lives through various aspects of educational and school structures. Although historically taught in technical disciplines (Hecht, [<reflink idref="bib19" id="ref14">19</reflink>]), energy is central to all learning because it affects the lives of everyone.</p> <p>A key aspect of this transition is acknowledging that energy systems are complex. They span across multiple temporal, spatial, jurisdictional, and other scales in a dynamic and coevolving manner with other systems (e.g., ecological, social, and economic). Geopolitical, sociocultural, and historical contexts make this transition a particularly difficult subject to engage, requiring critical and constructive discourse. Historically, <emph>energy education</emph> was more functional, aiming to create knowledge around energy as it relates to science curricula in schools or energy conservation in households. As noted by Dias et al. ([<reflink idref="bib13" id="ref15">13</reflink>]), DeWaters and Powers ([<reflink idref="bib10" id="ref16">10</reflink>]), and numerous other studies discussed in this review, personal values, attitudes, and behaviors must also be carefully considered in the context of developing and framing <emph>energy literacy.</emph> Scholarship in EL draws more attention to social and critical learning practices in school and civic contexts, and how these might interconnect and overlap with knowledge production and social action.</p> <p>Definitions of EL remain somewhat elusive because of the malleable aspects of context, discipline, and/or worldview. Generally speaking, EL provides a way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. According to McCaffrey ([<reflink idref="bib33" id="ref17">33</reflink>]), an energy literate person is familiar with how basic energy systems work (i.e., renewable and non-renewable) and the practical uses and social and ecological effects of energy production and consumption. McCaffrey also acknowledged the importance of how people envision their relationship with energy, particularly in how they communicate about it in meaningful ways. EL expands on the more limited approaches of knowledge production and transmission within energy education (Chen et al., [<reflink idref="bib6" id="ref18">6</reflink>]), even though EL remains underdeveloped outside of specific STEM disciplines and educational domains. DeWaters and Powers ([<reflink idref="bib10" id="ref19">10</reflink>], [<reflink idref="bib11" id="ref20">11</reflink>]) have broadened definitions in educational contexts by drawing connections between EL and citizenship and suggested how energy--related actions might be measured and implemented.</p> <p>While previous research provided a necessary foundation to the field, some recent studies have explored informal educational approaches in the public/civic sphere, including non-governmental organizations, political constituents, or municipal education programs, as well as taking up critical foci which align explicitly with climate justice goals. Recent data around the climate emergency require swift responses, and these more recent, critical approaches show how EL might directly link with environmental education as a specific area of consideration (Lowan-Trudeau & Fowler, [<reflink idref="bib29" id="ref21">29</reflink>]). Based upon these previous considerations, Gladwin and Ellis ([<reflink idref="bib16" id="ref22">16</reflink>]) proposed an integrated and holistic definition of EL:</p> <p>As an epistemology (knowing), ontology (being), and application (doing) – i.e., what energy is, what energy is about, and what energy does – energy literacy translates experiences and knowledges for a wide range of users, learners, and stakeholders, while also building a path to creating sustainable energy futures. (p. 12)</p> <p>EL is ultimately about creating generative conditions for decision making (Yeh et al., [<reflink idref="bib50" id="ref23">50</reflink>]), where cognitive, affective, and behavioral educational approaches work in tandem (DeWaters & Powers, [<reflink idref="bib10" id="ref24">10</reflink>]), supporting the need for greater sociocultural engagement leading to change with and through energy. Martins et al. ([<reflink idref="bib32" id="ref25">32</reflink>]) further supported that EL enables people to make appropriate decisions about energy by not only acquiring knowledge, but also being able to translate that knowledge into actionable items through attitudinal and behavioral changes.</p> <hd id="AN0177038426-4">Methodology</hd> <p>This review was conducted from July to September 2022 and again, after editorial feedback, from July to September 2023. It began, guided by RQ 1, by looking up energy literacy education on the Web of Science (WoS). The historical period of this review starts with the publication of DeWaters and Powers ([<reflink idref="bib10" id="ref26">10</reflink>]) pivotal study that shifted the ways scholarship moved from energy education to energy literacy, while their study also increased interest in EL as an important intervention in education. The search used the database's "Core Collection" incorporating the terms "energy" (Topic) AND "literacy" (Topic) AND "education*" (Topic) between 01/01/2011 − 06/09/2023, which returned 326 results. Searching by "Topic" on WoS looks for the search terms through the Title, Abstract, Author, Keywords, and Keywords Plus (WoS's own collection of keywords collected from words or phrases frequently appearing in the titles of an article's references, but do not appear in the title of the article itself). Searching by topic eliminated sources that were not explicitly focused on EL (e.g., where EL was peripherally mentioned or addressed in the text). 16 results focusing on households or financial literacy were removed from the list, as these have been disproportionately covered in other reviews (e.g., Rohmatulloh et al., [<reflink idref="bib39" id="ref27">39</reflink>]; van den Broek, [<reflink idref="bib46" id="ref28">46</reflink>]) as well as excluding 253 papers not pertaining to energy literacy education as guided by RQ 1 (see Figure 1).</p> <p>PHOTO (COLOR): Figure 1. Paper selection process.</p> <p>57 publications remained from the WoS search, which contained a predominance of studies examining EL within the context of K-12 and higher education (as shown in Figures 2 and 3). Figure 2 shows the demographic groups examined in the WoS corpus, with studies on "students" of all ages and levels appearing most frequently at 58% (<emph>n</emph> = 40). Figure 3 shows the level of education including "informal education" (e.g., targeting experts, public), which illustrates a preponderance of studies on students at the secondary (<emph>n</emph> = 19) and higher education (<emph>n</emph> = 17) levels.</p> <p>PHOTO (COLOR): Figure 2. Populations represent by WoS sources.</p> <p>PHOTO (COLOR): Figure 3. Level of education represented by WoS sources.</p> <hd id="AN0177038426-5">Overview of the literature</hd> <p></p> <hd id="AN0177038426-6">K-12 education</hd> <p>The assessment of EL among K-12 students represents the most researched area within the literature. The publication of DeWaters and Powers ([<reflink idref="bib10" id="ref29">10</reflink>]) initial study has become a widely-used EL questionnaire that has shaped the approach used by many studies conducted in K-12 contexts (DeWaters et al., [<reflink idref="bib12" id="ref30">12</reflink>]; DeWaters & Powers, [<reflink idref="bib11" id="ref31">11</reflink>]). DeWaters and Powers further asserted that energy literate students understand how their decisions and actions, connected to their values and attitudes, have consequences locally and globally. This framework and survey instrument for assessing EL was applied to elementary and secondary school students in places such as Taiwan (Chen et al., [<reflink idref="bib6" id="ref32">6</reflink>]; [<reflink idref="bib7" id="ref33">7</reflink>]; Lee et al., [<reflink idref="bib25" id="ref34">25</reflink>]), Vietnam (Lee et al., [<reflink idref="bib27" id="ref35">27</reflink>]), Mexico (Castañeda-Garza & Valerio-Ureña, [<reflink idref="bib5" id="ref36">5</reflink>]), Austria (Keller et al., [<reflink idref="bib22" id="ref37">22</reflink>]), and Turkey (Güven et al., [<reflink idref="bib18" id="ref38">18</reflink>]). The instrument has also been taken up by studies assessing the EL of students, faculty, and staff in higher and post-secondary education contexts across Europe (Cotton et al., [<reflink idref="bib8" id="ref39">8</reflink>]; Martins et al., [<reflink idref="bib30" id="ref40">30</reflink>]; Ortega Lasuen et al., [<reflink idref="bib37" id="ref41">37</reflink>]) and Asia (Cotton et al., [<reflink idref="bib9" id="ref42">9</reflink>]; Lee et al., [<reflink idref="bib26" id="ref43">26</reflink>]), which are shown in the next section. The EL questionnaire has also inspired the development of similar quantitative EL instruments for different geographical, demographic, and educational contexts, such as Turner et al. ([<reflink idref="bib45" id="ref44">45</reflink>]), who developed an Electric Energy Literacy Concept Inventory for college students and the general public in the United States, and Yusup et al. ([<reflink idref="bib51" id="ref45">51</reflink>]), who developed a framework for the assessment of pre-service physics teachers.</p> <p>These survey-based studies typically reveal that in a variety of geographic contexts K-12 students' EL across the cognitive, attitudinal, and behavioral domains is variable, and their knowledge of energy concepts and systems is often limited (DeWaters & Powers, [<reflink idref="bib10" id="ref46">10</reflink>]; Huang et al., [<reflink idref="bib20" id="ref47">20</reflink>]; Lee et al., [<reflink idref="bib25" id="ref48">25</reflink>]; [<reflink idref="bib27" id="ref49">27</reflink>]). When it comes to misconceptions held by students about energy-related issues, Yeh et al. ([<reflink idref="bib50" id="ref50">50</reflink>]) stressed that students may often exercise misjudgment about energy, primarily due to their source of information based informally on media, online, and/or their social groups. Chen et al. ([<reflink idref="bib7" id="ref51">7</reflink>]) discovered that while students may have positive attitudes toward renewable energy and energy-saving measures, these were not connected to underlying environmental values. For example, students were more willing to engage in basic energy saving behaviors, such as turning off lights, but less willing to make substantial behavior changes or encourage their families to save energy. Aguirre-Bielschowsky et al. ([<reflink idref="bib2" id="ref52">2</reflink>]) interviews revealed that students at primary school in New Zealand learned about energy from talking to their parents, mainly through discussions about finance, as well as cultural contexts, such as books, magazines, and television. This finding has been corroborated in another context by Wang et al. ([<reflink idref="bib48" id="ref53">48</reflink>]), who noted that family parenting styles significantly predict children's willingness to conserve energy.</p> <p>Despite low levels of energy-related knowledge among K-12 students, some studies reported that energy-related behaviors are more correlated to affective forms of learning rather than to cognitive knowledge (Chen et al., [<reflink idref="bib7" id="ref54">7</reflink>]; Lee et al., [<reflink idref="bib25" id="ref55">25</reflink>]; Lin & Lu, [<reflink idref="bib28" id="ref56">28</reflink>]). One notable exception was Chen et al. ([<reflink idref="bib6" id="ref57">6</reflink>]), who found that energy knowledge and behavior were more closely connected than knowledge and affect. Chen et al. ([<reflink idref="bib7" id="ref58">7</reflink>]) and Lee et al. ([<reflink idref="bib27" id="ref59">27</reflink>]) recommended developing students' awareness of and positive attitudes toward energy conservation, in addition to improving their knowledge of energy sources and systems. Keller et al. ([<reflink idref="bib22" id="ref60">22</reflink>]), who surveyed primary and secondary students immediately following and one year after participating in an energy education workshop, found that in addition to enhancing cognitive approaches to becoming more energy literate, three-quarters of participants claimed they would positively change their energy consumption behavior in the future as a result of participating in the workshop.</p> <p>These studies illustrate the highly complex and indirect relationships between energy-related knowledge taught in school, students' values and attitudes about energy, and how these factors translate into energy conserving behaviors. As Jorgenson et al. ([<reflink idref="bib21" id="ref61">21</reflink>]) noted, the stronger relationship between the affective and behavioral domains also brings into question earlier assumptions in the energy education literature that energy and environmental problems could be adequately addressed through resource conservation and incremental changes to technology and human behavior.</p> <p>Moving toward context-based curricula to encourage the development of EL in diverse and expansive ways have been taken up by scholars like Bodzin et al. ([<reflink idref="bib4" id="ref62">4</reflink>]), Langfitt et al. ([<reflink idref="bib24" id="ref63">24</reflink>]), Lin and Lu ([<reflink idref="bib28" id="ref64">28</reflink>]), Gladwin et al. ([<reflink idref="bib17" id="ref65">17</reflink>]), and Castañeda-Garza and Valerio-Ureña ([<reflink idref="bib5" id="ref66">5</reflink>]), all of whom examined the effectiveness of energy-related curricula units in primary and secondary education using a variety of methodologies. For example, Castañeda-Garza and Valerio-Ureña ([<reflink idref="bib5" id="ref67">5</reflink>]) used DeWaters and Powers ([<reflink idref="bib10" id="ref68">10</reflink>]) framework to analyze the content of 44 elementary-level textbooks in Mexico. The authors found that textbooks developed by Mexico's Ministry of Public Education introduced students to energy-related subjects earlier than expected by the government educational authority; they also discovered energy--related contents were more extensive than expected across the textbooks and offered interdisciplinary perspectives previously unrecognized by national educational guidelines. Others, such as Chen et al. ([<reflink idref="bib6" id="ref69">6</reflink>]), approached teaching students in primary school about EL through a computer game simulation that put students in the role of decision-maker and exposed them to the tradeoffs experienced by various stakeholders such as industry and government. Lin and Lu ([<reflink idref="bib28" id="ref70">28</reflink>]) used project-based learning to examine how hands-on activities improve secondary students' EL. However, they found that while students experienced an improvement in their EL scores, the results were not statistically significant and the authors suggested that the experimental intervention did not last long enough for students to develop energy conserving behaviors. Langfitt et al. ([<reflink idref="bib24" id="ref71">24</reflink>]) developed a rubric for scoring project-based deliverables (competition, course deliverables or artifacts), finding such approaches may be more useful for measuring applied EL than questionnaire type tests.</p> <p>Bodzin et al. ([<reflink idref="bib4" id="ref72">4</reflink>]) conducted a quantitative study examining the effectiveness of a geospatial curriculum approach to promote a greater understanding of energy resource issues among students in an urban school district. They found that students who received instruction through geospatial technologies experienced statistically significant improvements in their knowledge of energy resources, generation, storage and transport, and energy consumption and conservation. The authors concluded the curriculum also improved students' attitudes, pro-environmental energy conservation actions, and decision-making behaviors, as well as drawing explicit connections between interrelated energy subtopics (e.g., renewable energy resources).</p> <p>While many of the studies examining the EL of students in K-12 contexts conduct survey-based assessments through a questionnaire, others like Aguirre-Bielschowsky et al. ([<reflink idref="bib2" id="ref73">2</reflink>]) and Gladwin et al. ([<reflink idref="bib17" id="ref74">17</reflink>]) use qualitative (e.g., interviews, focus groups, document analysis, photo elicitation) approaches to examining the experiences and processes guiding the development of EL. Tracing collaborative learning across school contexts and international borders, particularly though a networked educational model, Gladwin et al. ([<reflink idref="bib17" id="ref75">17</reflink>]) demonstrated the importance of building EL among youth as a way to connect local energy systems to the global climate emergency. Using a case study methodology and data collected from student research artifacts, reflections on the project, and focus groups, the authors explored how students from diverse international contexts (22 schools in 18 countries) experienced and responded to learning for energy justice and their understanding of the global context for energy transition. This study revealed an important link between relational and affective learning with EL and climate justice (i.e., putting EL into action).</p> <p>With increasing calls to connect EL with pressing social issues, such as decolonization and the climate justice, critical approaches to EL have also emerged as an increasing body of literature (even though some of the previous EL publications contained a "critical" approach without explicitly labeling it as such). In this usage, "critical" has roots in critical theory and pedagogy, which questions dominant culture, or the status quo, and often challenges structures of power and oppression within social systems. Critical EL, as Lowan-Trudeau and Fowler ([<reflink idref="bib29" id="ref76">29</reflink>]) framed it, emerges from decolonizing approaches to STEM education; collaborative multi-, inter- and trans-disciplinary pedagogy; critical place-based inquiry and pedagogy; critical gender perspectives; and critical media literacy and engagement. The authors emphasized that there is little critical EL literature that explicitly recognizes that societal and environmental inequities are interrelated (with many approaches taking a scientific/technical approach when discussing energy). Although generalized across K-12, post--secondary, and professional development, this article is placed here as a conclusion to the K-12 section because of its emphasis on the Youth Climate Strike as an integrating factor for presenting a critical approach to EL.</p> <hd id="AN0177038426-7">Higher and post-secondary education</hd> <p>In our data set, EL scholarship is far less represented in post-secondary education as compared to K-12. Cotton et al. ([<reflink idref="bib8" id="ref77">8</reflink>]) examined the EL of students in a UK university recognized for its sustainability efforts. Using the UK Department for Environment, Food, and Rural Affairs' behavior change model, the surveys and focus groups revealed differences between perceived knowledge and the results of a knowledge test about energy. While the students in Cotton et al. ([<reflink idref="bib8" id="ref78">8</reflink>]) expressed both concern about energy and sustainability, and positive behavioral intentions, they were unaware of how much energy they consumed at home or about other important energy-saving behaviors. Cotton et al. ([<reflink idref="bib9" id="ref79">9</reflink>]) repeated the study with UK and Chinese students, finding that Chinese respondents provided significantly more correct answers in the knowledge test and exhibited higher levels of trust in government and businesses to act on energy issues.</p> <p>In Spain, Ortega Lasuen et al. ([<reflink idref="bib37" id="ref80">37</reflink>]) found that university students, faculty, and staff similarly exhibited positive attitudes toward energy saving and a belief in a technological solution for current and future energy problems, but lacked knowledge about the energy system and household energy consumption. According to Lange Salvia et al. ([<reflink idref="bib23" id="ref81">23</reflink>]), an online survey of energy sustainability in campus teaching and outreach activities of higher education institutions worldwide revealed while universities, individual professors, or researchers organized isolated, short-term teaching and outreach activities, a lack of funding and coordinated initiatives presented obstacles to widespread EL and saving on campuses.</p> <p>A similar trend was reported by van der Horst et al. ([<reflink idref="bib47" id="ref82">47</reflink>]), who examined the experiences of undergraduate geography students conducting fieldwork at home to assess their energy consumption. The authors concluded the exercise helped students develop the cognitive dimensions of their EL by requiring them to understand the power ratings of appliances in their home, the appliances' actual wattage, and their total energy consumption for a week. Gladwin and Ellis ([<reflink idref="bib16" id="ref83">16</reflink>]) outlined a conceptual framework of EL, drawing on a university campus as a living lab model where students experience energy production by a biomass gasifier unit through air quality monitoring and other social aspects of the operation. These two examples illustrate the application of EL in higher education.</p> <hd id="AN0177038426-8">Teacher education and professional programs</hd> <p>Another less considered area of scholarship, but one that is of significant importance and could be considered an extension of post-secondary education, is teacher education training and development programs. Yusup et al. ([<reflink idref="bib51" id="ref84">51</reflink>], [<reflink idref="bib52" id="ref85">52</reflink>]) developed and tested a framework based on knowledge domain, context, and six levels of a thinking system to assess the EL of pre-service physics teachers in Indonesia. Their studies highlighted the need for development of curriculum, teaching, and learning that can improve EL in teachers. In another study, Merritt et al. ([<reflink idref="bib35" id="ref86">35</reflink>]) examined pre-service teachers' "funds of knowledge" about energy in an online sustainability course. They found that students drew on their life experiences to discuss energy sources, energy impacts, agriculture, conservation, energy industry perspectives, and energy consumption, and their comments ranged from narrow to more complex understandings of energy systems and inequities. Teaching EL curriculum can also indirectly contribute to forms of teacher education. Returning to Bodzin et al. ([<reflink idref="bib4" id="ref87">4</reflink>]), which used a quantitative study to understand how geospatial curriculum may promote learning about energy-related issues with urban students, they identified an unexpected result of the research: using the support materials of geospatial curriculum expanded teacher energy content knowledge.</p> <hd id="AN0177038426-9">Informal education</hd> <p>Informal education of EL is a broad, wide-ranging area that speaks to the energy-related knowledge, attitude, and behaviors of the public at large. Household EL encompasses a well-researched sub-area of this literature that takes an economic lens to understanding energy consumption and conservation (e.g., Martins et al., [<reflink idref="bib31" id="ref88">31</reflink>], [<reflink idref="bib32" id="ref89">32</reflink>]). Focusing specifically on domestic electricity and gas use, van den Broek's ([<reflink idref="bib46" id="ref90">46</reflink>]) comprehensive review outlined four categories of household EL: (<reflink idref="bib1" id="ref91">1</reflink>) device: knowledge of domestic appliance energy consumption; (<reflink idref="bib2" id="ref92">2</reflink>) action: awareness of energy saving behavior; (<reflink idref="bib3" id="ref93">3</reflink>) high financial: financial costs of energy consumption behaviors and subsequent decisions; (<reflink idref="bib4" id="ref94">4</reflink>) multifaceted: holistic incorporation of previous three, but adding positive attitudes and values when engaging in energy conservation.</p> <p>Broadening their scope to other stakeholders, Sovacool and Blyth ([<reflink idref="bib43" id="ref95">43</reflink>]) conducted a pilot study in Denmark to assess the EL of 328 citizens and business leaders using surveys and a test. The authors found that respondents ranked financial factors lower than other concerns, such as the innovation of new technologies, development of energy policy, and environmental protection. They also found that more than half of all respondents agreed with setting climate and environmental policy goals. Most respondents expressed support for renewable energy sources and did not see coal, oil, and gas having a future in the country. While many respondents agreed that energy should be taught in schools, and rated their own EL medium to high, most respondents performed very poorly on an EL test administered by the authors—with only 1 in 100 adults receiving an "A" grade. Opoku and Adom ([<reflink idref="bib36" id="ref96">36</reflink>]) turned their attention to "faith-based" organizations in Ghana, assessing church leaders' EL and their impact on energy conservation. For example, the authors note the frequent choice of inefficient lighting and cooling appliances among churches, as well as high electricity expenditure, which they attribute to the low EL levels of church leaders.</p> <p>In an attempt to enhance public approaches to EL, authors such as Pestana et al. ([<reflink idref="bib38" id="ref97">38</reflink>]) proposed adopting User-Centered Design and Human Computer Interaction methodologies to inform the design of EL initiatives for the public. They successfully developed an information platform for citizens of Madeira, Spain, bringing users through each stage of design via brainstorming sessions, interviews, and card-sorting activities. Others, like Appiah et al. ([<reflink idref="bib3" id="ref98">3</reflink>]) and Wang et al. ([<reflink idref="bib49" id="ref99">49</reflink>]), have developed quantitative models to examine the relationship between EL, attitudes toward energy, personal energy values, and energy savings behavior, as well as between stakeholders involved in energy regulation, such as government regulatory authorities, industry, and the general public. Qualitative mapping approaches were taken up by Mehmood et al. ([<reflink idref="bib34" id="ref100">34</reflink>]) to assess barriers to the development of renewables in Pakistan against EL dimensions (which the authors note is essential for achieving energy security). They concluded that the affective dimension of EL is critical for overcoming the majority of the barriers to developing renewable energy systems.</p> <hd id="AN0177038426-10">Discussion</hd> <p>This study was conducted, in part, to identify gaps in research on EL in education (RQ 1). These include thematic, conceptual, and topical areas that emerged through the categorizations of the educational systems, but which could not be explicitly addressed. Through the methodological search, thematic areas of interest to EL, and environmental education more widely, are worth acknowledging here: 1) lack of understanding of basic energy concepts; 2) limited knowledge about energy systems; 3) insufficient knowledge about energy sources; 4) low awareness about energy conservation; and 5) limited understanding of the economic and social implications of energy use. We have found, however, that these themes are covered largely in previous reviews (e.g., Jorgenson et al., [<reflink idref="bib21" id="ref101">21</reflink>]; van den Broek, [<reflink idref="bib46" id="ref102">46</reflink>]) and that EL remains an underdeveloped area of understanding for many citizens and students.</p> <p>What the identified literature revealed beyond these thematic, conceptual, and topical areas, in particular, is a shortcoming about the educational contexts in which EL has been conducted (e.g., what types of age levels, expertise, schools, locations, etc.). Previous literature reviews of EL have emphasized the findings that emerge in, for instance, elementary or high school students, but these education levels are not as identified and listed as important aspects of the findings themselves. This may be because the results of research conducted in K-12, higher education, and teacher education largely reveal a significant amount of quantitative questionnaire-based data collection, measurement, and assessment of EL, which focused on data-driven analysis, rather than qualitative processes and results. If studies aim to provide research contexts for other scholars or educators, then locating various trends and patterns in this research matter, and this is particularly the case with a topic like EL that has, at its very core, an educational imperative and pedagogical application.</p> <p>Within the existing literature, our review discovered that K-12 education has been thoroughly covered in the research, with informal and citizen-based education secondary. Whereas higher and post-secondary education, including teacher education and professional development programs (e.g., Eitel et al., [<reflink idref="bib15" id="ref103">15</reflink>]), showing the least results. There is a significant opportunity to build on previous EL scholarship in the area of teacher education—that is, post-graduate intensive programs that train teachers to work in elementary and secondary schools. Building EL across international teacher education programs, as a part of increasing curricular mandates for environmental, sustainability, and climate education, presents an exponential possibility for change. Post-secondary education also provides a unique opportunity to assist with EL to cultivate energy-literate graduates through training under sustainability and climate justice initiatives.</p> <p>While post-secondary and teacher education reveals a notable and surprising omission in the literature, it also points to some possible reasons, one of which is that disciplinary-specific training for students reduces the broad exposure of EL. The validated EL questionnaire by DeWaters and Powers ([<reflink idref="bib10" id="ref104">10</reflink>]) used by many previous studies is applied mostly to K-12 education contexts. By the time students enter post-secondary education, they become more specialized in their fields and thus do not often encounter EL unless their discipline engages with energy (which does not always include environmental or sustainability education, particularly in technical programs). This highlights the discontinuity in EL learning throughout the formal education system and how EL is not necessarily an aspect of core environmental education programs. Similar to earlier reports in Southwell et al. ([<reflink idref="bib41" id="ref105">41</reflink>]), energy-related knowledge seems to decrease with age, particularly with lower levels of formal education previously undertaken.</p> <p>These circumstances bring about further high-level gaps in EL through the lens of educational trajectories and remain one of the limitations of current research conducted through the methodological search of this study. If EL is vital in navigating through the complexity of climate change, then formal and informal education practices of EL can foster energy-literate citizens who can act, vote, and contribute to social change (Sovacool et al., [<reflink idref="bib44" id="ref106">44</reflink>]). Educating for multifaceted and holistic energy-literate citizens, as shown in van den Broek ([<reflink idref="bib46" id="ref107">46</reflink>]), speaks to the need for multiple levels of EL during the learning journey.</p> <p>As Gladwin and Ellis ([<reflink idref="bib16" id="ref108">16</reflink>]) have pointed out, expanding energy epistemologies and ontologies (i.e., the ways we know and experience energy) presents another underutilized dimension of EL scholarship, particularly when considering a variety of pedagogical approaches that extend beyond quantitative assessments. When considering various energy forms, for instance, they could be viewed as material (i.e., how energy is a fuel source) and social (i.e., how we value and conceptualize our daily existence). This underscores that opportunities for further research on EL exist beyond formal education (as posited in RQ 2), building holistic pedagogies that move beyond narrow definitions of knowledge about energy. While basic energy concepts and energy conservation may be introduced in formal education settings, being curious about the broader energy systems, certain energy sources, and the contextual implications of energy sources (e.g., Adams et al., [<reflink idref="bib1" id="ref109">1</reflink>]; Rohmatulloh et al., [<reflink idref="bib39" id="ref110">39</reflink>]), can lead to a more collective knowledge, understanding, and application of energy.</p> <hd id="AN0177038426-11">Conclusion</hd> <p>Energy literacy comprises elements that are beyond one discipline or knowledge structure. Rethinking and reimagining EL as an integrated approach provide access to understanding the nature of our existence in a complex world, extending beyond the energy knowledge domain, and including energy in the context of sociocultural structures through complementary exchanges of both conceptual and practical models. Taking a comprehensive approach will enhance EL as an important intervention in environmental and sustainability education, as well as education more widely, and one that works toward a sustainable energy transition. This study demonstrates educational models that continue to support learning about energy and its relationship to people's lives, while it also adds to growing literature on a topic that might be one of the greatest societal challenges: navigating through a vital energy transition.</p> <hd id="AN0177038426-12">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0177038426-13"> <title> References </title> <blist> <bibl id="bib1" idref="ref91" type="bt">1</bibl> <bibtext> Adams, J., Kenner, A., Leone, B., Rosenthal, A., Sarao, M., & Boi-Doku, T. (2022). What is energy literacy? Responding to vulnerability in Philadelphia's energy ecologies. 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Journal of Physics: Conference Series, 895, 012161. https://doi.org/10.1088/1742-6596/895/1/012161</bibtext> </blist> </ref> <aug> <p>By Aishwarya Ramachandran; Naoko Ellis and Derek Gladwin</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib40" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib14" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib46" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib10" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib31" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib39" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib42" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib33" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib19" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib11" firstref="ref20"></nolink> <nolink nlid="nl13" bibid="bib29" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib50" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib32" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib12" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib25" firstref="ref34"></nolink> <nolink nlid="nl19" bibid="bib27" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib22" firstref="ref37"></nolink> <nolink nlid="nl21" bibid="bib18" firstref="ref38"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib37" firstref="ref41"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref43"></nolink> <nolink nlid="nl25" bibid="bib45" firstref="ref44"></nolink> <nolink nlid="nl26" bibid="bib51" firstref="ref45"></nolink> <nolink nlid="nl27" bibid="bib20" firstref="ref47"></nolink> <nolink nlid="nl28" bibid="bib48" firstref="ref53"></nolink> <nolink nlid="nl29" bibid="bib28" firstref="ref56"></nolink> <nolink nlid="nl30" bibid="bib24" firstref="ref63"></nolink> <nolink nlid="nl31" bibid="bib17" firstref="ref65"></nolink> <nolink nlid="nl32" bibid="bib23" firstref="ref81"></nolink> <nolink nlid="nl33" bibid="bib47" firstref="ref82"></nolink> <nolink nlid="nl34" bibid="bib52" firstref="ref85"></nolink> <nolink nlid="nl35" bibid="bib35" firstref="ref86"></nolink> <nolink nlid="nl36" bibid="bib43" firstref="ref95"></nolink> <nolink nlid="nl37" bibid="bib36" firstref="ref96"></nolink> <nolink nlid="nl38" bibid="bib38" firstref="ref97"></nolink> <nolink nlid="nl39" bibid="bib49" firstref="ref99"></nolink> <nolink nlid="nl40" bibid="bib34" firstref="ref100"></nolink> <nolink nlid="nl41" bibid="bib15" firstref="ref103"></nolink> <nolink nlid="nl42" bibid="bib41" firstref="ref105"></nolink> <nolink nlid="nl43" bibid="bib44" firstref="ref106"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Energy Literacy: A Review in Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Aishwarya+Ramachandran%22">Aishwarya Ramachandran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1590-741X">0000-0002-1590-741X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naoko+Ellis%22">Naoko Ellis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1241-1259">0000-0002-1241-1259</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derek+Gladwin%22">Derek Gladwin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0053-4745">0000-0002-0053-4745</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Environmental+Education%22"><i>Journal of Environmental Education</i></searchLink>. 2024 55(3):191-202.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Energy+Education%22">Energy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00958964.2023.2283694
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0095-8964<br />1940-1892
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Energy literacy is a developing field of research and practice that provides a comprehensive way of understanding how energy functions in the universe, on the earth, and in our social and personal lives. This literature review, building on an increasing momentum of research across various disciplines, outlines current energy literacy scholarship focused on a range of educational contexts (i.e., K-12, higher and post-secondary, teacher education and professional programs, and informal education). This review aims to show how energy literacy serves as a multifaceted way of developing knowledge and experiences about energy, which is an integral part of environmental and sustainability education, and that links to educational research and scholarship that supports energy transition in society more broadly.
– Name: AbstractInfo
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1423342
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1423342
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00958964.2023.2283694
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 191
    Subjects:
      – SubjectFull: Energy Education
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Teacher Education
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      – SubjectFull: Professional Education
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      – SubjectFull: Informal Education
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      – SubjectFull: Learning
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      – SubjectFull: Educational Research
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      – SubjectFull: Research Needs
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      – SubjectFull: Knowledge Level
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    Titles:
      – TitleFull: Energy Literacy: A Review in Education
        Type: main
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          Name:
            NameFull: Aishwarya Ramachandran
      – PersonEntity:
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            NameFull: Naoko Ellis
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            NameFull: Derek Gladwin
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            – D: 01
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              Type: published
              Y: 2024
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              Value: 3
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            – TitleFull: Journal of Environmental Education
              Type: main
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