PROMOTING SUSTAINABLE ENERGY LITERACY THROUGH HIGHER EDUCATION FOR THE ARCTIC
This doctoral comparative study aimed at examining whether the multidisciplinary and multicultural perspectives of a sustainable energy system are being addressed by Arctic Higher Education curricula in times of carbon-constrained activities. The original contributions to knowledge of this thesis ar...
| Main Author: | |
|---|---|
| Other Authors: | , |
| Format: | Thesis |
| Language: | English |
| Published: |
Oxford Brookes University
2019
|
| Subjects: | |
| Online Access: | https://doi.org/10.24384/3efh-nn12 https://radar.brookes.ac.uk/radar/file/d36846df-fef3-4e92-bcb5-7edd46fd8a9a/1/fulltext.pdf |
| Summary: | This doctoral comparative study aimed at examining whether the multidisciplinary and multicultural perspectives of a sustainable energy system are being addressed by Arctic Higher Education curricula in times of carbon-constrained activities. The original contributions to knowledge of this thesis are the Arctic Pedagogical Model of Energy Literacy, Education for Sustainable Development Adherence Parameters and the Education for Arctic Citizenship analytical models, created to assess levels of adherence to Sustainable Development and energy literacy. The integration of different theoretical approaches like Complexity Theory, Capability Theory, Global Citizenship Education, Constructivism provide the theoretical foundations of this research contributing to enhance understanding about the nature of the ‘energy curriculum’ for Arctic Higher Education by providing data on the levels of energy literacy and of adherence to Education for Sustainable Development (ESD). This thesis uncovers these educational elements and shows that the energy transition period will require well-equipped citizens engaged in a sustainable energy vision. The research outcomes revealed that a traditional western education, emphasizing the economic pillar of the Triple Bottom Line, does not provide the necessary adaptability mechanisms to face the scale of the current Arctic and global transition. A culturally inclusive curriculum that includes contextual, multicultural and multidisciplinary components with higher levels of adherence to ESD, energy literacy and geo-capabilities seems more adequate to invite different groups of people to engage into a motivating and meaningful dialogue, learning experience and knowledge application that a sense of regional and global citizenship will require. |
|---|