A Systematic Literature Review on Citizen Awareness of Energy

Abstract

Education is the key to sustaining our natural resources. Thus, community awareness is extremely important in order to make changes and reduce climate change, specifically global warming, and to curb the increase of carbon dioxide emissions which have caused the greenhouse effect. Although there are various studies on public awareness of energy literacy, analytically reviewing works on this research topic has been challenging as scholars have yet to integrate the SLR review technique into the process. This article intends to perform a systematic literature review on how to increase the public’s knowledge of energy literacy. The systematic literature review method comprised five key procedures guided by the review protocol. The process involved formulating the research questions, identifying the searching and screening methods, deciding the inclusion and exclusion criteria, appraising content quality, and extracting data. The articles for review were retrieved from established databases, specifically Scopus and Web of Science (WoS). Thematic analysis of the articles discovered five main themes, which were (1) energy literacy; (2) renewable energy; (3) programmes, training, and campaigns; (4) fostering strong social relationships in teaching energy literacy; and (5) teaching techniques. These five themes were divided into 11 sub-themes. Findings from this systematic review will provide in-depth info to our community and specifically to educationalists, enabling them to develop more effective, efficient, and sustainable strategies that will shape future globally competent citizens in justifying and adapting energy literacy issues.

Energy-Saving Triangle: Internalizing Islamic Ethical Values on Energy Saving in Integrative Learning

“…Moreover, previous research on internalizing the ethical value of energy-saving primarily focuses on universal ethical values related to environmental messaging (Samperiz and Herrero 2018), affinity and fear with nature (Cho and Lee 2018), climate change (Fleming et al 2019;Hestness et al 2019;Ouariachi et al 2019), ecological impact (Zangori and Cole 2019), energy-saving (Bayley et al 2020), alternative energy (Satriawan and Rosmiati 2022), energy efficiency (Brychkov et al 2023), and reducing greenhouse gas (GHG) emissions (Fleming et al 2019). Notably, our systematic review research in the preliminary study (Rohmatulloh et al 2022) and by Wan Mohamad and Osman (2022) did not identify energy-saving learning integrated with religious ethical values.…”