Affiliation:
1. Department of Teacher Education, The Norwegian University of Science and Technology, NO-7491 Trondheim, Norway
Abstract
Sustainable energy projects can help societies reduce climate change’s negative impacts. In the present paper, published studies regarding European community energy schemes (CESs) were analysed to investigate CESs’ barriers and drivers towards including community members and, more specifically, vulnerable groups. This review followed the PRISMA guidelines to ensure transparency. Exclusion and inclusion criteria were defined to select the proper articles and books that were aligned with the scope of this review. A total of 143 publications from 2019 to February 2024 were considered and selected. Content analysis was used to outline the various definitions of energy poverty, vulnerable groups, and CESs as well as the different strategies and approaches followed by European countries to tackle energy poverty and increase public engagement in CESs. This research suggests that environmental citizenship is a concept that can bring individuals and society together to promote changes in energy-related behaviours. The outcome reveals factors that enhance community energy acceptance and social cohesion such as providing energy education or education for sustainability to community members, financial support, increased prosocial culture, and the participation of vulnerable groups in CESs. This can be achieved through various interventions to help community members, including vulnerable groups, understand sustainable energy behaviour and thus reduce energy poverty.
Funder
Department of Teacher Education at the Norwegian University of Science and Technology and ACCTING