Energy literacy of vocational students in Taiwan

Abstract

In this study, we administered a questionnaire to 1001 vocational high school students to ascertain their literacy with regard to energy saving and carbon-emissions reduction (ESCER) and to analyze whether their literacy was affected by their gender or academic major. The data analysis produced the following conclusions: (1) behaviors pertaining to ESCER among vocational high school students should be enhanced by promoting appropriate affect rather than solely by conveying knowledge; (2) female students displayed superior knowledge and affect regarding ESCER compared with male students; and (3) students majoring in agriculture performed better than other students in terms of knowledge, affect, and behavioral aspects related to ESCER. The execution and results of this study can serve as a reference for courses or education related to this topic targeting vocational high school students to promote literacy for ESCER, thereby increasing students’ effectiveness in related issues in Taiwan.

Keywords:

• affect
• behavior
• carbon saving
• energy literacy
• knowledge

Acknowledgements

The authors are extremely grateful to the reviewers for their helpful comments, and the teachers and students who participated in this study.

Disclosure statement

The authors have no conflicts of interest to declare.

Additional information

Funding

This study was funded by the Ministry of Science and Technology of the Republic of China [grant number NSC 101-3113-S-003-013], [grant number NSC 102-3113-S-239-001].