User learning and emerging practices in relation to innovative technologies: A case study of domestic photovoltaic systems in the UK

Abstract

Due to the rapid growth of the domestic photovoltaic (PV) sector in the UK all involved are at an early learning stage in terms of implementation. Investors typically rely on national standards and guidance when developing specifications that define PV system components. However, PV technology performance is promoted and reported solely in terms of cost and energy efficiency goals, without holistic consideration of other contributing factors such occupants’ ability to effectively manage PV systems to reduce the peak demand issue linked with PV systems in the UK. This paper examines policy, design, installation, handover and use of domestic PV systems. An in-depth case study of 20 households in a new-build UK development demonstrates the challenges related to introducing PV systems in housing. Key findings identify the need for complete rather than partial design team involvement and capacity building for inexperienced residents as well as building industry actors. PV systems are perceived by policy makers and industry as requiring very limited occupant interaction with limited potential to impact on energy use practices—thus an integrated PV system learning process incorporating occupant feedback is disregarded. Poor individual occupant learning support and PV system feedback onsite makes this learning difficult.