Hydrogen, which is expected to be a popular type of next-generation energy, is drawing attention as a fuel option for the formation of a low-carbon society. Because hydrogen energy is different in nature from existing energy technologies, it is necessary to promote sufficient social recognition and acceptability of the technology for its widespread use. In this study, we focused on the effect of initiatives to improve awareness of hydrogen energy technology, thereby investigating the acceptability of hydrogen energy to those participating in either several hydrogen energy technology introduction events or professional seminars. According to the survey results, participants in the technology introduction events tended to have lower levels of hydrogen and hydrogen energy technology knowledge than did participants in the hydrogen-energy-related seminars, but confidence in the technology and acceptability of the installation of hydrogen stations near their own residences tended to be higher. It was suggested that knowledge about hydrogen and technology could lead to improved acceptability through improved levels of trust in the technology. On the other hand, social benefits, such as those for the environment, socioeconomics, and energy security, have little impact on individual levels of acceptance of new technology.

parts. In the first part, learners study the LCT concept using visual materials that describe the life cycle environmental impacts of pro-environmental behaviors, such as local production for local consumption and reuse tableware. In the second part, learners calculate the life cycle energy of their own belongings using the dedicated LCA software named 'Energy Consumption in Your Bag?!' . These learning materials can be downloaded from the website prepared for the e-learning. Approximately 500 high-school third graders studied using this self-directed e-learning program, individually during the summer break. Their teachers' role was to provide students with the follow-up quizzes to confirm what they had learned. The result of the selfassessment survey conducted after the e-learning showed that more than half of the learners became concerned about LCA. Moreover, there was the tendency that their concern to environmental problems was higher than that of the previous third graders in the same school. Furthermore, we analyzed the learners' impression statements written after the e-learning, and found that the learners who began to be concerned about LCA tended to describe more about their daily lives in their impression statements than those who were not or less interested in LCA did.

Objective. Education is one of important and effective tactics to promote "sustainable consumption." In a highly developed consumer society it is required that consumers notice and understand environmental impacts of their consumption and life styles. In order to induce individual sense of responsibility for environmental issues and motivation for environment-friendly life style, it is important to make consumers understand the "link" between their life styles and global environmental problems such as global warming. Thus, the use of the concept of "life cycle thinking" in environmental education is expected to be effective. The authors have developed a novel environmental education program using LCA software "Global warming even in your bag?!" that runs on a personal computer and is easy to handle. This program can make learners recognize how much life cycle CO 2 was emitted from their own daily lives as well as how effectively they can reduce it by changing their behavior.The objective of the present study is to analyze psychological mechanism which forms the intention of proenvironmental behavior of students after implementing the developed program in junior high and high schools.Results and Discussion. The program was implemented in four school classes. Questionnaire surveys were conducted after each class to investigate the realization of the "link," the change in psychological factors (e.g. sense of responsibility), and the change in behavioral intention towards environment conservation. The survey data indicates that the students strongly recognized the "link," and increased sense of responsibility, perceived effectiveness and behavioral intention etc. Analyses of the survey data suggest that the recognition of the "link" between daily life and CO 2 emission based on life cycle thinking seems to increase sense of responsibility and perceived effectiveness, and then the two factors seem to induce the formation of behavioral intention.Conclusion. The use of "life cycle thinking" as a core concept in environmental education can help induce individual sense of responsibility for global warming as well as perceived effectiveness of behavioral change. In addition, the use of the LCA software also is effective to induce behavioral change because it can supply learners with the tailored information on current life cycle CO 2 emission and allows for the virtual experiences to reduce life cycle CO 2 emission.

Objective. Environmental education is an important tool for raising awareness of sustainability and environmental issues and ultimately, changing behavior to create a sustainable society. The authors have developed a novel environmental education program using LCA (Life Cycle Assessment) software, which addresses global warming as one of the global environmental problems. This program aims to making learners (1) realize the "link" between daily life and global warming through the life cycle of consumer products (e.g. mobile phones, notebooks, pens) , and (2) explore ways to reduce CO 2 emissions in daily life based on life cycle thinking. The objective of the present study is to analyze the influences of the program on learners' environmental awareness and attitude as well as their pro-environmental behavior intention. Results and Discussion. The program was implemented in three classes of second-year high school students in Kanagawa prefecture, Japan. Questionnaire surveys were conducted with 126 students to analyze the effects of the program. Pretest-posttest design was used to measure the changes in sense of the "link," key determinants of behavioral intention (e.g. a sense of responsibility) , and pro-environmental behavior intention. Pass analysis was performed using the survey data to reveal a mechanism that explains the change in proenvironmental behavior intention caused by the implementation of the program. Results of the analysis suggested that the realization of the "link" between daily life and CO 2 emission based on life cycle thinking seems to increase a sense of responsibility, and then the increase mainly seems to induce the formation of or the increase in behavioral intention towards CO 2 reduction. In addition, after implementing the program, another survey was conducted to collect data on students' impression of the program. Most students answered that the use of LCA software left strong impression on them. Qualitative analysis of students' description about the reasons why it was impressive suggested that the calculation using LCA software contributes to not only understanding life cycle thinking in general but also realizing the "link" between their own actions and CO 2 emissions, and the effectiveness of their own behavioral changes. Conclusions. The environmental education program that the authors developed is effective to enhance proenvironmental behavior intention by making students realize the "link" between daily life and global warming based on life cycle thinking. Especially the use of the LCA software that is the core of the program contributes to making students realize that their own actions in daily life is closely connected to global warming.

Synopsis:The perspective of life cycle thinking (LCT) is expected to become increasingly important in the global agreement to create a sustainable society. This article reports the example of e-learning method of environmental education that incorporates LCT as high school student's homework. The specialized contents, that individual learners download from the website, are prepared by NPO, whereas the school gives their students the learning task and study instruction. In this manner, it was shown that e-learning is one of the solution to implement environmental education for a large number of students without significantly increasing the preparations and burdens of teachers. Moreover, its educational effects, such as perception of LCT concept or more environmentally responsible consumption, could be expected. On the other hand, since the IT infrastructures of students vary, it is necessary to provide technical trouble shooting and support.