From Knowledge to Action in Tackling Energy Poverty: The Role of European Postgraduate Programs in Energy Equity

Christiana Papapostolou (), Kosmas Kavadias, Stefanos Tzelepis, Gilles Notton, Marie-Laure Nivet, Jean-Laurent Duchaud and Ghjuvan Antone Faggianelli
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Christiana Papapostolou: Optimisation of Production Systems Laboratory, Mechanical Engineering Department, University of West Attica, 250 Thivon & P.Ralli Str., 12241 Athens, Greece
Kosmas Kavadias: Soft Energy & Environmental Protection Laboratory, Mechanical Engineering Department, University of West Attica, 250 Thivon & P.Ralli Str., 12241 Athens, Greece
Stefanos Tzelepis: Soft Energy & Environmental Protection Laboratory, Mechanical Engineering Department, University of West Attica, 250 Thivon & P.Ralli Str., 12241 Athens, Greece
Gilles Notton: Laboratory Science for Environment, UMR CNRS 6134, University of Corsica Pasquale Paoli, 20250 Corte, France
Marie-Laure Nivet: Laboratory Science for Environment, UMR CNRS 6134, University of Corsica Pasquale Paoli, 20250 Corte, France
Jean-Laurent Duchaud: Laboratory Science for Environment, UMR CNRS 6134, University of Corsica Pasquale Paoli, 20250 Corte, France
Ghjuvan Antone Faggianelli: Laboratory Science for Environment, UMR CNRS 6134, University of Corsica Pasquale Paoli, 20250 Corte, France

Challenges, 2025, vol. 16, issue 4, 1-20

Abstract: Education can play a pivotal role in the eradication of energy poverty by facilitating the transfer of knowledge and skills to all interested stakeholders whilst also promoting the adoption of sustainable energy solutions. In the context of this paper, a comprehensive review of European master’s programs related to energy poverty is carried out, resulting in the identification of approximately of 100 programs across seven European countries that either explicitly or implicitly address the topic. In most cases, energy poverty is embedded in a broader academic discipline—such as energy systems, renewable energy, or sustainable development—rather than being treated as a standalone field. In Europe, the United Kingdom, France, Greece, and Romania were singled out as the leading contributors to energy poverty education. Within the framework of the EU-funded project “MSc in Energy Poverty Alleviation Technologies”, implemented in collaboration with South African universities, this study focuses on South Africa, which represents a characteristic example of a country facing high levels of energy poverty and significant inequalities in energy access. This work highlights the critical need for targeted academic curricula specifically designed to bridge the persistent gap between academic research and its real-world applications, particularly in regions of the world where such integration is most urgent. It also emphasizes the essential role of linking STEM education with the social and humanitarian sciences. Finally, this work underscores the need for interdisciplinary approaches that connect energy poverty alleviation and education by additionally expanding the research and documentation of relevant good initiatives from Asia (China).

Keywords: FAIR project; educational program; energy poverty; master in science program (search for similar items in EconPapers)
JEL-codes: A00 C00 Z00 (search for similar items in EconPapers)
Date: 2025
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