My research focuses on energy education in Germany. Unfortunately, there isn’t a wide base of literature specifically addressing energy education in Germany to pull from. Energy education and literacy do, however, emerge through other educational initiatives. My research has found energy education present in education for sustainable development (ESD), environmental education (EE), climate education, energy literacy, and sustainability education (Singer-Brodowski et al., 2019; Jorgenson et al., 2019; Rohmatulloh et al., 2023, Kowasch & Lippe, 2019). There is considerable overlap in scholars’ definitions of each of these terms. The blurring of these concepts also came up in my survey results. When asked how they hope their child feels emotionally about the energy transition, many parents responded about how they hope their child feels about climate change. When asked if they hope their child behaves in ways that help conserve energy, many parents responded that they hope their child recycles properly and appreciates nature. This conflation of ideas about energy, climate, environment, and sustainability makes researching specific educational goals around any of these concepts difficult. One of the unexpected findings from my research is that policies and individuals may not be explicit in their support for energy education, but are broadly supportive of initiatives they perceive as helping the planet that raise issues of energy.
Because it is difficult to analyze energy education efforts in Germany broadly, my research will explore specific educational initiatives that promote energy education, whether explicitly or tangentially. Germany’s National Action Plan on Education for Sustainable Development began in 2017 with the aim of scaling ESD in early childhood education, school education, vocational training, higher education, non-formal learning settings, and local authorities (Singer-Brodowski et al., 2020). Under this plan, German states are given the agency and responsibility to implement different objectives. Desired outcomes include adopting a systems approach to ESD in schools, developing ESD and climate change action plans in UNESCO project schools, and moving toward democratically structured schools that encourage student leadership (Federal Ministry of Education and Research, 2017). Specific cognitive outcomes are not detailed, but the Federal Ministry of Education and Research defers to the UN SDGs, which include “affordable and clean energy” and “climate action” (The 17 Goals). Affective outcomes are also somewhat neglected, though the plan alludes to ideas of agency, courage, and hope. Another educational initiative addressing issues of energy is the Bildungszentren Klimaschutz Netzwerk, or Education Centers for Climate Protection Network. This project of the Federal Ministry of Economics and Climate Protection joins sixteen federal Climate Protection Training Centers with an additional existing fourteen extracurricular education centers, or Climate Protection Education Centers, in each of four regional zones to receive training and funding to promote climate “awareness and action” (BildungKlima-plus-56, 2021). The goals of this initiative include reducing the carbon footprint of education and training facilities and closing “the gap that still exists all too often between climate knowledge and climate-friendly action” (EducationKlima-plus, 2021). Individual centers have a great deal of autonomy in approaching these goals.
While none of the parents or caregivers I spoke to in my survey referenced either of these initiatives or other formal educational projects, it was clear that many of them had thought through questions of energy, climate, environment, and sustainability in their own lives and hoped to communicate their beliefs to their children. In many ways this reflects the belief of federal initiatives that having conversations with young people about clean energy and climate change is key to empowering them to conserve energy and contribute to a wider societal transition. This is relevant to sustainability because it demonstrates the desire to sustain sustainability efforts in Germany by bringing younger generations to the table. Not unlike this virtual exchange, coordinated through the Stevens Initiative, these initiatives work to build strong networks that engage youth in critical conversations about sustainability. I’m grateful for the time American University of Sharjah students invested to share their own cultures and understandings of sustainability in America!
https://www.cosmopolitanschool.de/en/learning/nature-campus/nature-school-mueggelsee/
References
BildungKlima-plus-56. (2021, November 2). Nationale Klimaschutzinitiative Des Bundesministeriums Für Wirtschaft Und Klimaschutz. https://www.klimaschutz.de/de/projekte/bildungklima-plus-56
EducationKlima-plus. (2021). https://16bildungszentrenklimaschutz.de/projekt/
Federal Ministry of Education and Research. (2017). National Action Plan on Education for Sustainable Development: The German contribution to the UNESCO Global Action Programme.
Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160–171. https://doi.org/10.1080/00958964.2019.1604478
Kowasch, M., & Lippe, D. F. (2019). Moral impasses in sustainability education? Empirical results from school geography in Austria and Germany. Environmental Education Research, 25(7), 1066–1082. https://doi.org/10.1080/13504622.2018.1557112
Rohmatulloh, Hasanah, A., Sahlani, L., Zuhri, M. T., Kholifah, N., & Nurtanto, M. (2023). A systematic review of energy literacy programs at primary and middle schools. Pegem Journal of Education and Instruction, 13(1), 145–155. https://doi.org/10.47750/pegegog.13.01.17
Singer-Brodowski, M., Brock, A., Etzkorn, N., & Otte, I. (2019). Monitoring of education for sustainable development in Germany – insights from early childhood education, school and higher education. Environmental Education Research, 25(4), 492–507. https://doi.org/10.1080/13504622.2018.1440380
Singer-Brodowski, M., von Seggern, J., Duveneck, A., & Etzkorn, N. (2020). Moving (Reflexively within) Structures. The Governance of Education for Sustainable Development in Germany. Sustainability, 12(7), Article 7. https://doi.org/10.3390/su12072778
Leen Jadallah April 16, 2023
Thank you Claire for your blog that highlights the issue of people being uneducated about energy issues and even mistaking them for something else. I strongly believe that education makes a whole lot of difference and is a major factor in solving this issue. I think one more way of solving such issues is trying to relate it as much as possible to personal issues that people are having while giving them a guided answer on what to do next. Do you think we are all doomed since military and profit are prioritized over ecosystem or is there something that gives you hope?
Mohammad Abu Omar April 16, 2023
Hi Claire!
Thank you for sharing your blog with us.
I found your research on energy education in Germany to be quite interesting. It is commendable that you are focusing on such an important topic that has global implications. It is unfortunate that there is a lack of literature specifically addressing energy education in Germany, but it is great to know that energy education and literacy are being addressed through other educational initiatives such as education for sustainable development, environmental education, climate education, energy literacy, and sustainability education. I appreciate your effort to synthesize these overlapping concepts and highlight the challenges that come with researching specific educational goals related to energy, climate, environment, and sustainability.
I would also like to note that even though policies and individuals may not be explicit in their support for energy education, they are broadly supportive of initiatives that raise issues of energy and are perceived as helping the planet. I agree that this reflects a desire to sustain sustainability efforts in Germany by bringing younger generations to the table. It is heartening to see that many parents and caregivers have thought through questions of energy, climate, environment, and sustainability in their own lives and hope to communicate their beliefs to their children. This underscores the importance of empowering young people to conserve energy and contribute to a wider societal transition.
I was also very impressed by the two specific educational initiatives that you explored in your research. Germany’s National Action Plan on Education for Sustainable Development, which began in 2017, is a comprehensive approach to scaling ESD in different educational settings. The plan’s objectives are quite ambitious and commendable, with desired outcomes that include adopting a systems approach to ESD in schools, developing ESD and climate change action plans in UNESCO project schools, and moving toward democratically structured schools that encourage student leadership. It is clear that the UN SDGs have influenced the development of this plan, with specific references to “affordable and clean energy” and “climate action.”
Finally I would like to say that I appreciate your research efforts to explore specific educational initiatives that promote energy education. I believe that this research is essential in advancing energy education in Germany and contributing to global sustainability efforts. It is inspiring to see that despite the challenges, there is a widespread desire to promote sustainability efforts in Germany and bring younger generations into the conversation. Keep up the excellent work!
haydi saleh April 16, 2023
Greetings Claire!
We appreciate the time and effort you put into researching Germany’s energy education efforts and the National Action Plan on Education for Sustainable Development. You make a very valid argument concerning the overlapping nature of ideas in energy education.
It is encouraging to learn that efforts are being made to educate people about energy conservation and to battle climate change. I appreciate the fact that you have brought attention to the challenges that arise when attempting to investigate specific educational goals as a result of the confusion caused by these concepts.
I find the facts you discovered really intriguing. Your efforts to investigate specific educational projects that encourage energy literacy are excellent, however, it is unfortunate that there is so little published about energy education in Germany. Nevertheless, I appreciate your efforts.
Germany’s National Action Plan on Education for Sustainable Development was quite interesting as it sounds like a big plan with clear goals for different types of education and fantastic that the National Action Plan on ESD is trying to expand ESD into a variety of classrooms.
I enjoy how it discusses a systems approach to ESD in schools and supports schools that are set up democratically and welcome student leadership. It’s good that the plan follows the UN’s Sustainable Development Goals, such as “affordable and clean energy” and “climate action.” I do think it’s important to talk about academic and emotional results, though, so that students not only understand the problems but also feel like they can do something about them. The Education Centres for Climate Protection Network also sounds like a good way to raise “awareness and action” about climate change and lower the carbon footprint of places where people learn and teach.
It appears that the Education Centres for Climate Protection Network may accomplish a lot to increase climate “awareness and action” and reduce the carbon footprint of educational institutions.
It’s fascinating to hear about the many strategies being employed to deal with these problems; I’d like to know more about the intended results of these efforts.
It’s encouraging to learn that the adults who participated in your poll are considering issues of energy, climate, environment, and sustainability and want to pass those ideas on to the children. In order to prepare young people to aid in the societal transition towards sustainability, it is essential that they have talked about these issues. It would interest me to learn more about the methods used for these discussions and implant these principles in children. This got me thinking, Have you considered how the COVID-19 pandemic may have influenced energy education projects in Germany or elsewhere?
Overall, it’s encouraging to see people taking steps to lessen their impact on the environment.
Again, I appreciate you being so open with your research, and I look forward to learning more.
Alyazi Al Khemeiri April 16, 2023
Hi Clair, I hope you are doing well. I appreciate your research about education for sustainable development (ESD), and environmental education (EE) and I completely agree with you.
It’s important to differentiate between these concepts to set clear educational goals. However, I think it’s also important to teach children about all of these concepts to ensure they have a well-rounded understanding of environmental issues. I think it’s great that German states are taking a systems approach to ESD in schools. Encouraging student leadership is also a great way to ensure that future generations prioritize environmental issues. I completely agree. It’s important for parents to have conversations with their children about environmental issues and to lead by example in their own lives. By doing so, they can help empower their children to become responsible and environmentally conscious citizens.
Keep up the great work!
Tala April 17, 2023
Dear Claire,
Thank you for sharing your findings on energy education in Germany. It is noteworthy to note that energy education is sometimes confused with other educational programs such as environmental education and sustainability education. It is also worth noting that while policies and people may not overtly promote energy education, they do support programs that raise awareness of energy challenges. It is heartening to see Germany execute a National Action Plan on Education for Sustainable Development with the goal of increasing ESD in various educational settings. The emphasis on building ESD and climate change action plans in schools, as well as fostering student leadership, is excellent.
Your research also emphasizes the necessity of having talks with young people about renewable energy and climate change in order to empower them to help with larger social shifts. It’s encouraging to see parents and caregivers thinking about energy, climate, ecology, and sustainability in their own lives and seeking to pass on their ideas to their children.
I am grateful for the chance to learn more about energy education in Germany and how it is promoted via various projects. I’d like to learn more about the exact cognitive and affective outcomes that these efforts are aiming for, as well as how they’re being tested and evaluated.
Nayan September 5, 2023
I am grateful for the chance to learn more about energy education in Germany and how it is promoted via various projects. I’d like to learn more about the exact cognitive and affective outcomes that these efforts are aiming for, as well as how they’re being tested and evaluated.
Olivia Wilde September 14, 2023
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