Local Renewable Energy Development: School Teachers’ Perceptions, Attitudes and Teaching Intentions

Education Sciences

Georgia Liarakou¹  Costas Gavrilakis²  Alina Konstantinidi³ 

[1] Department of Early Childhood Education, National and Kapodistrian University of Athens, 10680 Athens, Greece;Department of Primary Education, University Campus, University of Ioannina, 45110 Ioannina, Greece;Department of Primary Education, University of the Aegean, 85132 Rhodes, Greece;

关键词: teachers;    Renewable Energy Sources;    perceptions;    attitudes;   

DOI  :  10.3390/educsci11100589

来源: DOAJ

【 摘 要 】

This study investigated factors that might influence teachers’ intention to choose Renewable Energy Sources as an optional module. The research involved 454 Greek teachers working in the archipelagos of the southern Aegean region in Greece, an area with significant potential for the development of Renewable Energy Sources (RES). This potential however remains largely unexploited partly due to local community reluctance towards RES development in the area. Although renewable energy education is considered to be necessary for further RES development, RES are not among teachers’ first choice as an environmental module. We found that, despite teachers demonstrating highly positive attitudes towards RES, they consider local communities to be rather non-supportive of local RES development. A relationship between teachers’ moderate intention to teach RES and teachers’ perceptions of locals as non-supportive towards RES was found. We also found that local teachers feel more competent to teach about RES than non-local teachers. The latter are more motivated to comply with social pressure than locals. These findings emphasize the need for renewable energy education policy makers to take into account local communities’ role in influencing the teaching of RES and to provide teachers with the appropriate skills in order to competently handle potential oppositions.

【 授权许可】

Unknown