A lot of today's world vices can be eliminated if certain targeted modules and adapted curricula are introduced in the schooling system. One of these vices is energy squandering with all its negative consequences for the planet (e.g. depletion of finite energy sources and the subsequent climate change).The routine energy-related behavior and proves that this behavior changes to a more energy efficient one, after the dissemination of relevant information and the participation into the energy education projects. Namely, response percentages indicating the energy-efficient behavior increased after project participation while the ones indicating an energy-squandering behavior decreased.
Need for renewable energy education and training at all levels is globally recognized. During the last three decades a large number of countries across the globe have initiated academic programmes on renewable energy technologies and related aspects. A review of published literature on renewable energy education initiatives across the globe, challenges faced, and potential approaches towards efficient and effective solutions is needed.
In Your Opinion
Dear Gurjit Singh,
Yes, I fully agree, teaching the role and importance of renewable energy development should be at the earliest stages of education. In addition, teaching the role and significance of the development of energy based on renewable energy should also explain the following key problems and issues related to ecology, sustainable pro-ecological development such as: eco-friendly innovation in energy, zero-energy construction, saving natural resources, reduction of environmental pollution, reduction of greenhouse gas emissions, replacement of classical energy based on mineral combustion based on renewable energy sources, the need to improve the technology of automatic waste segregation, improvement of recycling, elimination of plastic from packaging, development of biodegradable materials, development of electromobility, including efficient, fast-charging batteries , etc. In the teaching of ecological issues, proecological awareness should be shaped, including pointing out to pupils the necessity of a sustainable implementation successful, proecological economic development carried out according to the green economy concept.
Best wishes
Dear Gurjit Singh,
Yes, I fully agree, teaching the role and importance of renewable energy development should be at the earliest stages of education. In addition, teaching the role and significance of the development of energy based on renewable energy should also explain the following key problems and issues related to ecology, sustainable pro-ecological development such as: eco-friendly innovation in energy, zero-energy construction, saving natural resources, reduction of environmental pollution, reduction of greenhouse gas emissions, replacement of classical energy based on mineral combustion based on renewable energy sources, the need to improve the technology of automatic waste segregation, improvement of recycling, elimination of plastic from packaging, development of biodegradable materials, development of electromobility, including efficient, fast-charging batteries , etc. In the teaching of ecological issues, proecological awareness should be shaped, including pointing out to pupils the necessity of a sustainable implementation successful, proecological economic development carried out according to the green economy concept.
Best wishes
In connection with the ongoing global warming process, growing pollution of the natural environment, extinction of many species of flora and fauna, ecological education, ie in the field of ecology, environmental protection, importance of renewable energy sources development, electromobility, waste segregation, recycling, etc. should be increased in schools and universities. In addition, within the framework of environmental education should be conducted classes on which students learn about what it is and how should be implemented sustainable ecological economic development based on the concept of green economy.
Developing students 'and students' interests in specific fields of knowledge, including the issues of ecology and sustainable development and developing critical thinking skills, activating to participate in discussions, debates, etc. should be conducted in accordance with elementary principles of ethics, good practices regarding the principles of pedagogy, including impartiality teacher, objective description of the issues discussed, including issues related to ecology and sustainable development.
Best wishes
Broad yes to all your questions! But consider - in the 80s and 90s in UK there was much research on conceptual understanding in science. The scientific concept of energy has always been a hot topic, both in terms of when it should be introduced, whether younger children have the necessary conceptual ability to understand it, and indeed whether teachers understand it (which was my research focus).
Renewables has been on the UK national curriculum for a couple of decades now. In my experience, kids organically resonate with such topics; so in my view get it in as early as you can, in a conceptual form that is correct, but of a level that younger kids can grasp. That is half the battle, the other half as alluded to above is to ensure science/geography teachers have a correct understanding and appreciation of energy as a conceptual entity that moves, can be stored and dissipates; well, does a lot of dissipating which is most of the problem in the real world with our inefficient machines and light bulbs that are not turned off (good old 2nd law of thermodynamics)!
We are benefitted by it how to make teaching leading process more effective by making us aware of the relationship of education system and environment.
I very much support this view. In Ukraine, schoolchildren study in separate programs "Chemistry", "Physics". The state programs present renewable energy topics. It can not be argued that this is enough to foster ecological awareness and economical energy consumption. In addition, many not nongovernment and alternative authoring programs in chemistry, physics, allocate much more time to study alternative sources of energy (solar panels, hydroelectric power stations, hydrogen engines, etc.), also a thrifty attitude to nature.
An old senior lecturer, who studied in a superb British university, has learnt many positive attitudes, wisdom, and approaches in saving efforts, money, time, and energy. He learnt, e.g., wisdom such as (Little things add. Look after the pennies; the pounds will look after themselves). He saw the university's administration ordering the reduction of central heating's temperature from 18 oC to 16 oC during winter times. He also saw his professors switching off the lights after lectures & laboratory sessions.
This man was appointed in nearly the mid eighties, of the past century, in a university in which energy squandering is the rule rather than the exception. For many years, he used to go from one room to another in order to switch off lights & speedy fans.
The scholar taught his students this simple idea: You do not like to see unnecessary consumption of electricity at your home. Why do not you apply this to your second home "the university" ?
Unfortunately, few students responded positively but the majority kept on with the attitude of "Who Cares ?!". His suggestions for reducing paper work went to deaf ears. This meant that these university students were not taught well in the school's years or at home. That is one of the reasons why there is a need to have a comprehensive overhaul of the educational system at school level & at university level.
https://www.researchgate.net/publication/308955102_Stimulus_of_developmental_projects_to_landscape_dynamics_in_Uttara_Kannada_Central_Western_Ghats
https://www.researchgate.net/publication/313486918_Modelling_the_forest_transition_in_Central_Western_Ghats_India
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