Collaborative learning on energy justice: International youth perspectives on energy literacy and climate justice

ABSTRACT

To explore the complexities of energy literacy in a global educational context, this article draws on research from a 7-month collaborative educational research project titled International Youth Deliberation on Energy Futures (IYDEF), which engaged 207 high school students from 22 schools in 18 countries in developing the education needed to activate just and sustainable energy transitions. Key to student learning were activities to build an awareness of systemic global climate issues and to develop energy literacy to understand unsustainable energy legacies and envision alternative and equitable energy transitions and futures. Based upon research from this global classroom case study, this article argues for a collaborative, global effort to promote sociocultural aspects of energy literacy as an underlying framework for energy and climate justice.

Keywords:

• climate justice education
• energy justice; energy literacy
• energy transition
• global education
• youth

Acknowledgements

The authors wish to acknowledge the other team of researchers, facilitators, and curriculum creators of the IYDEF, including Eva-Lynn Jagoe (University of Toronto), Danika Jorgensen-Skadum (University of Alberta), Jordan Kinder (McGill University), Mark Simpson (University of Alberta), Imre Szeman (University of Waterloo), and Sheena Wilson (University of Alberta). We are also grateful to all the international students and teachers who participated in the IYDEF, as well as the many facilitators of the online class.

Funding

This study is supported by Canada First Research Excellence Fund (University of Alberta’s Future Energy Systems research initiative); Centre for Global Citizenship Education (Faulty of Education, University of Alberta); University Chair of Environmental Communication (University of Waterloo).

Disclosure statement

The authors declare no competing interests.

Ethics declarations

The study followed ethical collection of data as approved by the University of Alberta Research Ethics Board, and it ensured informed consent by students’ parents/guardians, as well as student assent.