Interactive Cycles between Energy Education and Energy Preferences: A Literature Review on Empirical Evidence

Abstract

The ultimate goal of energy education is to cultivate citizens with energy literacy, which in turn influences the energy preferences of the general public. Various aspects, such as teaching, practice, publicity, and participation, all profoundly impact the formation of energy literacy. This study reviews the role of energy education in educational policy-making, the operation of educational systems, the design of innovative energy industry environments, and public participation. Through a systematic review, this study integrates empirical research across various contexts and environments. The relevant topics of empirical research include ‘energy education’, ‘energy literacy’, ‘energy preferences’, ‘energy education policy’, ‘operation of energy education systems’, ‘creation of a renewable energy industry environment’, and ‘public participation’. These studies indicate that energy education can enhance participants’ awareness of energy through knowledge transfer, enabling them to adopt more effective energy solutions and cultivate citizens with energy literacy. Energy education not only shapes the public’s energy literacy but also further influences energy preferences, which in turn can have profound effects on social interactions, market outcomes, and political and social systems. Finally, from the perspectives of ‘educational shaping’ and ‘cultural shaping’, the research explores the impact of energy education on the energy environment and people’s values. The findings reveal that society gradually forms a consensus on energy through long-term interactions, establishing a unique energy culture that subsequently influences the direction and implementation of national energy policies. There exist interactive cycles between energy education and energy policy: energy education influences public energy preferences, while energy culture, in turn, affects policy formulation.