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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 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 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.

Abstract Research has indicated that incorporating carbon reduction in the curriculum could improve awareness about energy conservation and related practices. Much research has been conducted on curriculum design and evaluation methods for energy education. However, a comprehensive view of the educational objectives for improving energy literacy is still lacking in these efforts. In this study, we propose a framework for energy education that clearly captures the concept of energy saving and carbon reduction by reviewing related literature and consulting an ad hoc panel of experts on energy and education. We then apply the analytic hierarchy process (AHP) to determine the indicators of the framework and their priority or weights. The results show that the dimensions of “civic responsibility for a sustainable society” and “low-carbon lifestyle” are considered most important as an energy educational goal. Among the indicators, “awareness and self-efficacy” and “identifying carbon-less technology and action plans” are ranked first and second. Application of this framework in K-12 curriculum and relevant educational issues are recommended.

Abstract Abundant research has focused on the public acceptance of renewable energy sources (RES) since their successful implementation is often dependent on the public. Yet, little is known about the attitudes of university students towards RES whose study field is related to the environment, even though the mindset of these students is considered relevant since they are possible experts in the RES field. To contribute to this neglected research strand, this paper aims to explore the awareness about and attitudes towards RES of students majoring in the Department of Forestry and Management of the Environment and Natural Resources at the Democritus University of Thrace in Greece. Results based on quantitative data collected via questionnaire show that the surveyed students support renewables and have awareness about the current polluting energy system. Moreover, they have positive environmental attitudes and fully recognize the need for energy transition. Finally, there are significant differences among students from different years of study, highlighting that fourth- and fifth-year students take greater interest in working in the RES sector after they complete their studies.

Abstract Within the context of electricity supply in indigenous communities in Brazil, this work presents the experience of the Kalapalo ethnic group, living in the Aiha village (Xingu indigenous land), with photovoltaic energy in the scholar environment. Besides being the most adequate resource for a sustainable energy supply in the village, it is in tune with the social and cultural aspects of its people, being a desired alternative by the community. The natives themselves chose the Aiha Central Indigenous State School to house a pilot project, which brought clear improvements in working conditions, teaching and learning. The main purpose of the present work was to evaluate the contributions that the photovoltaic energy brought to the educational actions in the village. To that end, the indigenous teachers participated in the definition of the content to be measured, allowing the methodology used (and its appropriate statistical treatment) to prioritize the perceptions and expectations of the students and the community. The arrival of electricity had an overall positive impact, allowing indigenous people to associate scholar activities with fishing and agriculture, to conserve food and have audiovisual resources available for the classroom and the community.

Shandong Social Science Planning Fund Program [12DJJJ12]; Independent Innovation Foundation of Shandong University (IIFSDU) [2012GN038]; Ministry of Education Research of Social Sciences Youth Funded Projects [13YJC790065]; National Natural Science Foundation of China [71203186, 71173170]; China Postdoctoral Science Foundation [2013M530309, 2012T50802]