Sustainable development and energy education in Nigeria

Rosemary N. Wojuola and Busisiwe P. Alant

Renewable Energy, 2019, vol. 139, issue C, 1366-1374

Abstract: Increasing demands for energy, growing environmental concerns and the constraints of conventional energy sources have generated the need for public education on renewable energy, and the need for government policy to embrace renewable energy technologies. This paper is based on a previous study that explored the beliefs, perceptions and attitudes of the Nigerian public to renewable energy technologies so as to derive implications for science and technology policy and education in the country. A sequential mixed-method approach was employed in the study. First, a survey with close-ended questions was administered to 600 randomly selected participants from Ibadan, Akobo and Asi. This was followed by four focus group interviews held with 23 purposefully selected participants from the study. Statistical and thematic analyses were conducted. The results show that the participants have a low-level knowledge of renewable energy technologies. There is also no relationship between the educational level of the participants and their knowledge of renewable energy technologies. The majority of the participants were not aware of sustainable development. The outcome of this study underscores the need to widen the nation’s science and technology policies as well as its educational curriculum to incorporate themes addressing renewable energy and sustainable livelihood.

Keywords: Climate change; Energy education; Renewable energy; Renewable energy technologies (RETs); Sustainable development (SD); Science and technology policies (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (13)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:renene:v:139:y:2019:i:c:p:1366-1374

DOI: 10.1016/j.renene.2019.03.010

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