Abstract
Energy security education explores various issues, such as a secure and competitive economy and nuclear safety. In the context of energy transition and sustainable development, it also addresses the world’s reliance on nonrenewable and renewable energy sources. The aim of this study was to identify research trends pertaining to energy security education, paying particular attention to renewable and nonrenewable sources. This was accomplished with the use of mixed-method research in two steps. The first step was a text-mining and content analysis of publications on energy security education published on the Web of Science platform between 2016 and 2021. From 660 publications on energy security education, titles, abstracts, and keywords were extracted and analysed with NVivo software to identify the most frequent concepts on energy sources in publications. The concepts were associated with nonrenewable energy sources (coal, natural gas, uranium, petroleum, and fossil fuels), nuclear power, and renewable energy sources (hydro, geothermal, solar, tide/wave/ocean, wind, solid biofuels, biogases, liquid biofuels, and renewable municipal waste). The second step was conducting detailed searches with Boolean operators, where “energy security education” was juxtaposed with the distinguished keywords. All searches on energy security education showed that publication activity tended to decrease, while citations increased. The most explored topics concerned: “fossil fuels”, “oil, petroleum”, “renewable” energy, and “solar” energy sources. An increasing trend was observed for all renewable energy sources as well as selected nonrenewable sources: “oil, petroleum”, “nonrenewable”, and “coal”. Additionally, R-squared values were calculated to indicate the fit of the trendline to the model. Due to the technologically enhanced energy transition and didactic innovations, education focussing on energy sources is expected to remain in demand. Curricula will need to be revised in the future to better reflect this reality.
Highlights
Introduction published maps and institutional affilSince energy security has become a major global challenge of the 21st century [1,2,3], education on this topic has a significant role in implementing solutions
The materials used in this study were publications from all 10 databases available on the Web of Science platform: Web of Science (WOS), BIOSIS Citation Index (BCI), Current Contents Connect (CCC), Data Citation Index (DRCI), Derwent Innovations
Two phases of searches were performed: the first was to observe the general trend of energy security education in the literature, and the second was to investigate interest in energy security education with a focus on renewable and nonrenewable energy sources
Summary
Since energy security has become a major global challenge of the 21st century [1,2,3], education on this topic has a significant role in implementing solutions. It fosters the realisation of the transnational goals on the rational use of energy sources and the implementation of alternative energy sources. The first subject, “security education” [4], aims to furnish students with competencies to combat threats of different natures [5], whereas ”energy education” is “one of the ways to make society more aware and active while taking actions towards rational energy use” [6], or an “interdisciplinary approach to teaching and learning about energy” [7]. The literature does not provide a universal definition of energy security education but provides examples of didactic methods, mostly iations
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