Towards energy transition at the Faculty of Education of Bilbao (UPV/EHU): diagnosing community and building

Abstract

Purpose This paper aims to present the results of a study aimed at performing a first diagnosis of energy literacy and energy use in a Faculty of Education, by means of identifying energy consumption patterns, as well as energy literacy and commitments regarding energy transition. This diagnosis is the basis for establishing the foundations of a path toward energy transition in the faculty and further designing energy saving and education strategies. Design/methodology/approach Quantitative and qualitative data were collected in a mixed-method approach. A survey was arranged to assess the attitudes, habits and knowledge regarding the current energy system within the community of the Faculty (407 responses). Comparisons among the main collectives that make up the community were performed, i.e. students, teaching and research staff and management and services staff. In parallel, the general electric consumption of the faculty was monitored. The results of these diagnostics were presented at several forums and workshops on energy transition held in the faculty where personal commitments in favor of energy transition were gathered and further categorized (105 initiatives). Findings Positive attitudes toward energy saving were observed, reflecting in different generic habits. Additionally, some belief or hope for a technological solution for current and future energy problems was detected, as well as a lower level of implication or commitment when specifying personal attitudes. Similarly, widespread ignorance of the current energy context was revealed, regarding both the energy system and household energy consumption. Concerning the undertaking of personal commitments, low impact energy saving habits prevailed, and knowledge was not identified as being a necessary element of energy saving education in attitudes and habits. Practical implications This research provides relevant information for the design of educational interventions to promote energy literacy in higher education institutions. Originality/value The survey provides valuable insights regarding future educators’ and their current teachers’ energy literacy in a challenging energy context. The lack of general knowledge about the energy context in the community, together with the limited impact of the commitments gathered among students, stresses the need for integration of basic energy contents, both within education degrees and the management strategy of the faculty.