A Learning Ecology Perspective of Energy Literacy among Youth: A Case Study from Alabama High Schools

Abstract

Developing energy literacy and pathways for youth to clean energy careers are vital for sustainable development, aligning with various Sustainable Development Goals (SDGs), from climate action to quality education. Despite the increasing focus on nurturing energy-literate youth, there is a lack of comprehensive insights into how students develop their energy literacy within diverse learning environments. This study addresses the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To address the research question, we develop a conceptual framework for understanding the development of energy literacy among high school students based on a learning ecology perspective. Focusing on students’ energy literacy, encompassing information search, attitudes, behaviors, and knowledge of energy, we examined the influence of school-based clean energy program participation, virtual information sources, and interactions with peers and family. Furthermore, we conducted an empirical analysis to identify factors associated with energy literacy among high school students from Alabama high schools. The student sample was intentionally recruited from case study high schools in Alabama that implemented a clean energy education pilot project. This sample includes both program participants and non-participants who completed pre- and post-program surveys, resulting in a total of 189 survey responses. Findings indicate a positive association between the school-based clean energy program and a significantly higher increase in energy-related information searches among program participants compared with non-participants. The virtual learning setting, especially video platforms, was also significantly associated with students’ energy-related information searches and positive attitudes toward energy. Findings also indicate that family relationships and pre-existing STEM interests significantly determine youth energy literacy. These findings provide valuable insights for the development and expansion of future energy education programs. If the energy education program incorporates these crucial learning factors and establishes an interconnected learning environment, the convergence of multiple learning aspects within the program can foster a synergistic learning ecosystem for youth energy literacy.