The Impact of Workshops on Energy Literacy and Preferences: A Case of High School Students on Tanegashima Island

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  • Miwa NAKAI
    Presidential Endowed Chair for “PlatinumSociety”, the University of Tokyo Research Institute for Environmental Economics and Management, Waseda University
  • Toshiyuki KURISU
    Kagoshima Prefectural Tanegashima High School
  • Tomokazu KAMIZONO
    Kagoshima Prefectural Tanegashima High School
  • Yasushi KAKIUCHI
    Kagoshima Prefectural Tanegashima High School
  • Tatsuya OKUBO
    Presidential Endowed Chair for “PlatinumSociety”, the University of Tokyo Department of Chemical System Engineering, the University of Tokyo
  • Yasunori KIKUCHI
    Presidential Endowed Chair for “PlatinumSociety”, the University of Tokyo Department of Chemical System Engineering, the University of Tokyo Institute for Future Initiatives, the University of Tokyo

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  • 経験学習がエネルギーリテラシーと選好に与える影響の分析：種子島の高校生を対象として
  • ケイケン ガクシュウ ガ エネルギーリテラシー ト セン コウ ニ アタエル エイキョウ ノ ブンセキ : タネガシマ ノ コウコウセイ オ タイショウ ト シテ

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Abstract

<p>Japan faces serious energy issues such as high dependency on fossil resources from abroad and slow introduction of renewable energy. Although technological progress is urgently needed to solve these issues, consumers need to select energy in an appropriate way in terms of environmental and economic aspects. These actions require energy literacy which is the foundation for achieving acceptable and novel energy systems. Therefore, we need to discuss how all citizens can be energy literate. This study focuses on future decision-makers in energy choices, being high school students in Tanegashima High School located in Kagoshima Prefecture, Japan. In particular, it aims to examine how effectively energy education （‘workshop’） affects energy literacy including knowledge, affective and behavioural domains as well as their preferences and its willingness-to-pay in terms of selecting electricity plans by choice experiment questions. It is concluded that the active learning method used in the workshops had positive impacts on the students’ knowledge about energy; however, these students did not exhibit significant affective, behavioural, and preference changes after the workshops.</p>

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