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Abstract Considerable efforts have been made to increase the energy efficiency of school buildings across the country. Despite this, limited research examines the relationship between energy efficiency and student productivity. We use a unique panel dataset from a suburban school district that includes information on school building energy efficiency, measured by Energy Star scores, and other environmental attributes of buildings, as well as measures of individual student achievement, measured by standardized test scores. The empirical analysis controls for student and school fixed effects and evaluates the relationship between school characteristics and achievement. Separate models also evaluate how school characteristics impact student health and behavioral outcomes and the how these outcomes influence student test scores. We find no evidence that Energy Star scores have an impact on the indoor school environment or student performance on standardized tests, suggesting that building energy performance does not come at a cost to the performance of building inhabitants. We also find positive relationships between building thermal comfort and visual quality and standard test scores. Overall, the results highlight the importance of considering both the environmental and human capital impacts associated with decisions about investments in school infrastructure.

Abstract The quality and quantity of life are linked inextricably with methods of harnessing and utilizing energy. Our future prosperity does not depend solely upon the progress made by scientists and engineers: it can be secured only when energy-use and energy thrift become components of the knowledge-base of the average person. At present, few individuals are so equipped, because ‘energy’ (as a subject or discipline) has not been promulgated in a coherent manner within our educational system. For example, in the UK, energy education has been treated in a disparate manner within the curricula of primary and secondary education, whilst being considered in depth only in the engineering disciplines within tertiary education. This paper reviews UK energy education in the context of creating a more energy-effective European Community. In particular, the UK's provision of tertiary energy education is discussed. An analysis is presented of the case for coordinating education within each built-environment discipline (ie, architecture, building technology, building surveying and building-services engineering) around the topic of ‘energy efficiency’.

Abstract Energy literacy that can empower people to make thoughtful decisions and take responsible actions is more important as energy shortages have become pressing issues in the world. Energy literacy was measured among a sample of 2400 secondary students involved in a national energy education program in Taiwan. Response patterns related to student background and factors determining energy consumption behaviors were also studied. Energy literacy was high and positive, with greater impact as expected by grade (senior high school students outscored junior high school ones) and there were some effects due to gender and socioeconomic status. Students' performance on energy knowledge was acceptable (over 60% correct across grades) while a notable discrepancy between affect and behavior was identified indicating that there might not be a correspondence between what people say they would do and what they actually do. Energy saving behavior was more closely associated with the affect than other variables. Reasons for the findings and implications for energy education in the future are discussed.

Abstract Energy literacy, which encompasses broad content knowledge as well as affective and behavioral characteristics, will empower people to make appropriate energy-related choices and embrace changes in the way we harness and consume energy. Energy literacy was measured with a written questionnaire completed by 3708 secondary students in New York State, USA. Results indicate that students are concerned about energy problems (affective subscale mean 73% of the maximum attainable score), yet relatively low cognitive (42% correct) and behavioral (65% of the maximum) scores suggest that students may lack the knowledge and skills they need to effectively contribute toward solutions. High school (HS) students scored significantly better than middle school (MS) students on the cognitive subscale; gains were greatest on topics included in NY State educational standards, and less on topics related to “practical” energy knowledge such as ways to save energy. Despite knowledge gains, there was a significant drop in energy conservation behavior between the MS and HS students. Intercorrelations between groups of questions indicate energy-related behaviors are more strongly related to affect than to knowledge. These findings underscore the need for education that improves energy literacy by impacting student attitudes, values and behaviors, as well as broad content knowledge.

Abstract Since the increase in greenhouse gas emissions has increased the global warming potential, an international agreement on carbon emissions reduction target (CERT) has been formulated in Kyoto Protocol (1997). This study aimed to develop a framework for the analysis of the low-carbon scenario 2020 to achieve the national CERT. To verify the feasibility of the proposed framework, educational facilities were used for a case study. This study was conducted in six steps: (i) selection of the target school; (ii) establishment of the reference model for the target school; (iii) energy consumption pattern analysis by target school; (iv) establishment of the energy retrofit model for the target school; (v) economic and environmental assessment through the life cycle cost and life cycle CO 2 analysis; and (vi) establishment of the low-carbon scenario in 2020 to achieve the national CERT. This study can help facility managers or policymakers establish the optimal retrofit strategy within the limited budget from a short-term perspective and the low-carbon scenario 2020 to achieve the national CERT from the long-term perspective. The proposed framework could be also applied to any other building type or country in the global environment.

Abstract This study describes a district-level energy intervention and conservation program designed and implemented with the help of community stakeholders, which include students and staff of an educational institution, the National University of Singapore, a local non-governmental environmental group in Singapore and the district government. The program – known formally as the Eco-living Program – was funded by the district government and implemented in the Hong Kah North Residential Council in the south western part of Singapore. The research objectives are three-fold: (1) compare the effectiveness of different intervention methods, based on self-reported behavior scores and actual electricity reduction; (2) investigate how behavior and electricity consumption are influenced by values, situational and psychological factors; (3) assess the effectiveness of different methods of intervention and provide recommendations for improvement. It was found that a combined use of leaflets and stickers resulted in highest (that is, 15.8%) reduction in average consumption. Ease of practicing the recommended energy conservation actions is a strong motivators to change energy consumption behavior. This program exemplifies the important role that community-initiated bottom-up programs can play in promoting sustainable consumption with the financial support from the local (district) government.

Abstract Implementing energy conservation initiatives within public schools, including both behavioral changes as well as building retrofits, can generate cost saving and educational benefits. However, the level of energy efficiency improvements that can be achieved may depend on the socio-economic characteristics of the school or the underlying district. The purpose of this research is to identify and examine the factors that have a role in influencing the adoption of energy-saving practices and/or building retrofits within Oklahoma’s public schools. In order to investigate these factors, a survey was administered to public school administrators across the state. The results illustrate different factors that drive schools to make decisions associated with energy conservation and retrofitting efforts. A comparative analysis between different types of schools (e.g., rural vs. urban, low- vs. high-income) was also conducted to discover the combination of characteristics that are associated with energy-saving measures. The findings could help school administrators and teachers understand how they might adopt new behaviors or technologies.

Abstract Across the United States, universities are grappling with challenges associated with adopting approaches to more sustainable energy use. One approach has been to develop energy-related projects in their local, host communities. Because host communities can play a major role in the successful planning and implementation of these projects, understanding the factors relating to their support is important. Building on research that suggests that procedural fairness is one such key factor, this study examines community members’ support of six approaches a local university could implement to work towards a goal of carbon neutrality. The results of a mail survey ( N =677) found that perceived fairness of campus decision makers was significantly related to community support for the proposed approaches; however, beliefs about the efficacy of the different approaches to address challenges associated with climate change had the strongest relationship with support. The results also suggest that residents prefer changes in the energy infrastructure, such as the development of wind power, over the purchase of carbon offsets. We discuss the results in terms of actions that universities may take to foster community engagement in decision-making for university-sponsored sustainable energy projects.

Abstract This paper analyzes the energy conservation situation in China's higher education institutions (HEIs). A case study was conducted in Changchun, Jilin, where eight HEIs of various types were examined. An analysis of government policies was also performed. The findings indicate that the HEIs have implemented comprehensive non-technical initiatives to conserve electricity, including electricity restrictions and extensions of winter breaks, as well as certain technical initiatives. The HEIs are less enthusiastic in conserving thermal energy due to a lack of financial incentives and resources. Differences between the HEIs are also noted. This paper discusses the role of key players, including administrators, government agencies, networks, students and non-government organizations (NGOs). Challenges to energy conservation are also identified, such as the lack of investment by schools, lack of government funding, quality problems in energy conservation products, inadequate heat metering reform, underperformance of energy service companies (ESCOs), and conflicts between energy conservation and student welfare. Policy recommendations are offered based on the analysis results.