Secondary school teachers' knowledge, perceptions, and attitudes toward renewable energy in Jordan

Abstract

Successful energy planning requires substituting the standard economic model with a more transparent public participatory model because people play a fundamental role in climate change mitigation and renewable energy (RE) deployment. This approach requires improving communication with society and enabling smooth delivery of easy to digest information to citizens in both formal and informal educational settings. In this context, education and teachers, as the principal components, are recognized as one mechanism. We conducted a survey-based study, collecting 260 questionnaires from secondary school teachers in Jordan aiming to investigate their knowledge, perceptions, and attitudes toward RE development. The main findings of this study revealed that teachers have limited knowledge of RE and neutral perceptions regarding its use. However, teachers showed clear positive attitudes toward RE development. Overall, male teachers exhibited slightly higher knowledge of RE and female teachers held stronger positive attitudes. A number of socio-demographic and work related factors did not influence the teachers' knowledge and attitudes toward RE. It was also found that teachers require personal training regarding RE before it is introduced into school curricula.