A Learning Ecology Perspective of Energy Literacy among Youth: A Case Study from Alabama High Schools

Abstract

Developing energy literacy and pathways for youth to clean energy careers are vital for sustainable development, aligning with various Sustainable Development Goals (SDGs), from climate action to quality education. Despite the increasing focus on nurturing energy-literate youth, there is a lack of comprehensive insights into how students develop their energy literacy within diverse learning environments. This study addresses the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To address the research question, we develop a conceptual framework for understanding the development of energy literacy among high school students based on a learning ecology perspective. Focusing on students’ energy literacy, encompassing information search, attitudes, behaviors, and knowledge of energy, we examined the influence of school-based clean energy program participation, virtual information sources, and interactions with peers and family. Furthermore, we conducted an empirical analysis to identify factors associated with energy literacy among high school students from Alabama high schools. The student sample was intentionally recruited from case study high schools in Alabama that implemented a clean energy education pilot project. This sample includes both program participants and non-participants who completed pre- and post-program surveys, resulting in a total of 189 survey responses. Findings indicate a positive association between the school-based clean energy program and a significantly higher increase in energy-related information searches among program participants compared with non-participants. The virtual learning setting, especially video platforms, was also significantly associated with students’ energy-related information searches and positive attitudes toward energy. Findings also indicate that family relationships and pre-existing STEM interests significantly determine youth energy literacy. These findings provide valuable insights for the development and expansion of future energy education programs. If the energy education program incorporates these crucial learning factors and establishes an interconnected learning environment, the convergence of multiple learning aspects within the program can foster a synergistic learning ecosystem for youth energy literacy.

1. Introduction

UNESCO in 2015 unveiled 17 sustainable development goals (SDGs) aimed at addressing 21st-century challenges, which include climate action, affordable and clean energy, quality education, decent work, and economic growth. Transitioning to clean energy to replace fossil fuels, which the world economy has heavily relied upon but are major contributors to climate change [1,2], is deemed an imperative step to mitigating climate change. Environmental education, with a particular emphasis on energy education, plays a crucial role in this endeavor [1,3]. Future energy professionals need to possess a strong social and environmental conscience, entrepreneurial skills, and a profound understanding of sustainability concepts, in addition to their subject expertise [4].

Youth energy education is especially crucial for the necessary human capital development to support the transition to clean energy and employment opportunities [4]. It influences career interests, motivation, and individual choices later in life and also shapes their self-efficacy beliefs and outcome expectations, profoundly impacting the development of vocational interests and occupational goals [5,6]. Indeed, researchers have started recognizing energy as an important part of Earth’s climate system [7,8], and educators around the world have started to catch up by implementing energy education programs at regional and national levels in their formal and informal education systems. The Energy Education Model Schools Project of Japan has been implemented with the aim of making energy security, global warming, energy resource diversity, and energy conservation part of the official curriculum [9]. In Taiwan, the Nurturing Talent for Energy Technology program was implemented for all educational levels during 2010–2021. The Justice 40 Initiative of Executive Order 14,008 of the United States, Tackling the Climate Crisis at Home and Abroad, emphasizes training and workforce development at the community level, along with investments in clean energy and energy efficiency.

Developing energy literacy has been a central element in these energy education programs and similar initiatives. Energy literacy encompasses a broad range of dimensions, from energy-related content knowledge to cognitive, affective, and behavioral elements [10]. According to DeWaters and Powers [10], cognitive aspects include scientific energy concepts and ‘citizenship knowledge’ of energy in daily life; affective aspects involve attitudes towards energy; behavioral aspects encompass energy-conserving actions; and self-efficacy represents self-belief in solving energy problems. Chen, Liu, and Chen [11] similarly defined energy literacy with four dimensions: energy concepts, reasoning on energy issues, low-carbon lifestyle, and civic responsibility. Energy literacy can also encompass additional dimensions, such as the knowledge of domestic appliances’ energy consumption and finance (awareness of energy bills and the return on energy-saving investments), along with the ability to connect technical energy knowledge to a broader socio-ecological system [12].

While energy literacy may have slightly different definitions among scholars, a common thread is that energy-literate individuals not only possess a comprehensive understanding of energy issues and clean energy technologies but also actively engage in energy-saving efforts with a strong interest and positive attitudes toward energy-related matters. Enhancing overall energy literacy is critical, as it has been shown to result in a 22% reduction in household electricity usage [13]. Therefore, beyond specific knowledge and skills, youth energy education should encompass broader competencies, including energy literacy and environmental stewardship [14]. It has proven effective to educate children and youth to collectively engage in public issues within relevant sectors, even fostering social and political engagement for the greatest potential environmental benefits [15,16].

Previous studies have identified determinants of energy literacy, such as education, gender, and levels of individual or societal energy security. DeWaters and Powers [10] found that 48% of high school students said they learned the most about energy in school, suggesting that formal education and knowledge level have a significant role in forming energy literacy. Other studies have added to these findings by exploring the correlation between learning about energy concepts and living a low-carbon lifestyle [11]. Across multiple studies, females consistently exhibited more positive energy attitudes [10], behaviors [17], and higher levels of knowledge [9,18], as well as a greater willingness to engage in energy education [19]. Individuals experiencing energy insecurity also often exhibit higher levels of energy literacy. For example, university students living away from home and experiencing energy poverty showed more pro-ecology behaviors, positive attitudes, and renewable energy knowledge compared with their counterparts [17]. Studies indicate that economic pressure can enhance energy literacy, both at individual and societal levels [10,17,18]. The overall level of energy literacy found in American students was relatively low, whereas Taiwanese students showed higher levels of energy literacy than American students. Research suggested it could arise from Taiwan being energy dependent [18].

While previous studies have contributed to our understanding of various dimensions of energy literacy and its determinants, we have a limited understanding of how students develop their interests, attitudes, behaviors, and knowledge of clean energy within various learning environments. To fill this gap, we will address the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To address the research question, we present a conceptual framework that identifies factors influencing energy literacy by drawing from a learning ecology framework [20,21,22,23]. Furthermore, the researchers conducted an empirical analysis to identify factors associated with energy literacy among high school students who participated in a clean energy education project implemented in Alabama.

2. An Ecological Perspective on Energy Literacy Development

The ecological perspective emphasizes learning within an “ecosystem” that comprises “a set of environments that provide people of all ages and backgrounds with opportunities to learn” [23]. These learning ecosystems encompass not only formal organizations, institutions, and programs that provide the supporting structures for learning to take place [24], but they also include “personal and social interactions” [25]. These environments, whether physical, virtual, or relational, offer a unique combination of “activities, resources, and relationships that learners can engage with” to support their personal interests and learning objectives [23]. Within a broad learning ecosystem, individuals forge distinct and personalized learning pathways tailored to their specific goals and interests, with these pathways being concurrently supported or influenced by educational, sociocultural, and environmental factors [20,21,23,25].

The pathway to learning, particularly when it comes to environmental and/or energy literacy, is characterized by its dynamic nature. Learning opportunities are often dispersed across multiple settings and enriched by various resources made available through interactions among individuals as well as within broader sociocultural and biophysical contexts [1,25]. This article discusses a learning ecology framework to comprehend the development of energy literacy among youth (Figure 1). Within this framework, this research focuses on learning within the physical environment (e.g., educational and community settings), virtual settings (e.g., the internet and media), and through relationships (e.g., family and friends).

2.1. Learning within the Physical Environment

A school setting is an optimal environment for offering students both formal and informal energy education programs [1,26]. Formal curriculum frequently integrates fundamental energy science and associated knowledge across various subjects, including Physics, Environmental Science, and Earth Science, in numerous countries, including the U.S. [1]. With the growing emphasis on education for sustainable development (ESD) [3], certain schools have taken a proactive approach by initiating well-structured energy education programs to nurture energy literacy among the younger generation, often guided by national or state projects [1]. Examples include Japan’s Energy Education Model Schools Project, which targets a diverse array of energy-related topics, from energy security to global warming and energy conservation, in over 500 elementary and secondary schools [9]. Similarly, the Wisconsin K–12 Energy Education Program offers organized courses and supportive materials to provide comprehensive energy education to students across all grades in Wisconsin [1]. More innovatively, certain schools undergo a transformation into green or net-zero schools by incorporating on-site renewable energy systems. These schools provide unique learning experiences for students, enabling them to observe and experience not only specific features established on school premises, including real-time energy usage meters, a geothermal heating, ventilating, and air conditioning (HVAC) system [26], and electric school buses, but also environmental culture and norms [27].

Out-of-school events also grant access to learning opportunities regarding energy issues, extending the benefits even to students not attending green schools [28]. These external activities provide valuable prospects for students to broaden their comprehension of energy subjects beyond the classroom setting. Interest brokers play a crucial role in connecting youth to learning opportunities within these extracurricular events or programs [29,30,31]. These brokers include out-of-school program providers [30], such as local nonprofit organizations (NPOs), community groups, or higher educational institutes, professional educational consultants [29], and parents [20]. In particular, the role of local NPOs or higher educational institutes has gained prominence in providing essential educational resources that enable students to access energy-related learning material and vocational training and further support their pursuit of energy-related degrees and careers [32]. An example is from Wright State University, which created a geothermal demonstration exhibit to expose high school students to geothermal energy with a ten-lesson course that connects lessons from their science courses to real-world applications [32]. Based on these prior works, we put forward the first hypothesis:

H1. 

Students participating in school-based energy education programs may exhibit higher levels of energy literacy compared with those who do not.

2.2. Learning within Virtual Settings

While schools or organized educational programs can provide a structured opportunity to learn about energy issues, virtual settings also provide a plethora of resources and opportunities that facilitate the development of interest, competence, and identity [20]. Virtual settings can provide students with the broadest spectrum of educational opportunities [33], encompassing video resources, expert knowledge, and a diverse array of perspectives from others. STEM education, including energy education, is often thought to be constrained to traditional ways of teaching because those fields are driven primarily by established concepts and theories [34]. Students’ interest levels in these fields have also not been the most enthusiastic throughout time, with the subjects appearing overly challenging and not relevant to their real-life social contexts, or students may simply lack awareness [34]. However, it is possible to make these topics more interesting for students to learn about and easier to understand by having different tools to disseminate information to students. Prior research has begun to showcase the strengthening relationship between virtual resource integration and an increased interest in STEM subjects [1,34,35].

Video platforms, such as YouTube, are tools that students are already familiar with interacting with in their daily lives, and facilitating education through the available content can help bridge gaps in understanding for students [34,36]. If students are struggling to retain information or feel instruction is moving too fast for them, video interfaces allow students to rewind, pause, and instantly refer to any specific sections of taught material. When STEM subjects hold such stigmas as being too challenging, it is difficult to foster confidence and interest among students. Allowing them to use additional educational tools that suit their learning abilities may help reduce that burden. Even before the explosion in accessibility to video-based content through modern platforms, learner-controlled educational videos had been thought to have increased motivation among students [1,37]. Thus, we propose the following hypothesis:

H2. 

Students who tend to acquire energy-related information from virtual settings like social networking sites (SNS), search engines, or video websites may exhibit higher levels of energy literacy compared with those who do not.

2.3. Learning through Relationships

While significant research and policy efforts have been dedicated to improving environmental and/or energy education in formal settings, far less is known about how the development of youth interest takes place in relationships with others [25,38,39]. The process of learning involves the gradual accumulation of “islands of expertise” in ordinary moments through repeated exposure, practice, conversations, and experiences, forming a social process of learning [22].

This is particularly true in family contexts. Researchers acknowledge that everyday life at home, along with conversations with family members and involvement in family traditions or activities, serves as a highly suitable entry point for engaging with environmental issues and actions [25,38]. Families get to play a unique yet complex role in growing a student’s scientific interest and environmental behavior [40,41]. While teachers contribute to guiding students about future career paths, parents hold a distinct influence in shaping their perceptions of possibilities and value [41]. Through parental encouragement, students can either reinforce their existing interests or discover new academic passions. This is particularly crucial in cultivating an interest in clean energy issues and careers, given the emergence and rapid growth of this industry field [42].

Parents and caretakers often extend their roles beyond traditional teaching and collaboration, taking on roles as learning partners [38], resource providers, and nontechnical consultants [31]. Students bring home new knowledge acquired in school, and parental figures can further their education by letting them apply this knowledge to real-world situations. Particularly in the context of energy education, parents can assume a distinctive role by facilitating the implementation of the energy conservation techniques their children learn in the classroom at home, allowing students to take a central role in sharing their knowledge [41,43]. Scholars theorize that this student-family connection plays a crucial role in driving individual behavior change and promoting clean energy initiatives [41,43].

Besides families, peer relationships also offer potent opportunities for socialization and learning among youth [20,25,43]. Studies focusing on peer groups’ discourse show how students engage with each other, utilizing observed power dynamics and social norms while also creating shared understanding, knowledge, and interests in environmental issues and practices [44]. School-grade peers tend to have a strong, positive, and significant influence on a student’s environmental attitudes, reinforcing their alignment with those of their peers [39]. This underlines not only the importance of teachers and parents in shaping energy attitudes, but peers play a very important role in normalizing positive perspectives on energy education and environmental attitudes. Accordingly, the hypothesis regarding energy literacy through relationships is as follows:

H3. 

Students who have more frequent interactions with others on energy topics, such as family and peers, may exhibit higher levels of energy literacy.

Acknowledging the diverse factors that contribute to energy literacy among students within a broad learning ecosystem, the research team recognizes that these factors are not isolated but rather exhibit some overlap. For instance, parents who share a strong bond with their children assume active roles as learning partners, promoting the application of energy-saving practices that students acquire from schools or out-of-school events (in different physical settings) within their households. In addition, knowledge gained through social media (virtual setting) can be shared among peers through interpersonal interactions, and vice versa. The interconnected learning environment overlapping multiple learning settings can foster a synergistic learning ecology for youth energy literacy (see Figure 1).

Although multiple factors may intertwine to simultaneously shape individuals’ energy literacy, it is essential to investigate how each of these factors is intercorrelated with energy literacy. In the subsequent section, the research team conducts an empirical analysis of the relationship between energy literacy and factors that provide opportunities for energy literacy learning. These factors include clean energy education programs implemented at schools (physical setting), a student’s tendency to search for energy-related issues in search engines, video platforms, and social media (virtual setting), and a student’s tendency to discuss energy issues with parents and peers (relationship).

3. Empirical Analysis

3.1. Participants—Sample from Energy Education Partner High Schools

We empirically address the research question of what factors across various learning environments play a significant role in the development of energy literacy among youth. To investigate factors related to energy literacy, this study uses survey data on students’ energy literacy, encompassing information-seeking behavior, attitudes, behaviors, and energy knowledge. We collected survey responses through a convenience or snowball sampling method from 11th–12th grade students in two high schools in Alabama that implemented school-based energy education programs. The overall process for sampling participants in the energy education program and surveys involves a sequential approach: firstly, identifying high schools willing to implement the energy education program; secondly, recruiting Environmental Science teachers willing to implement the program and conduct surveys in their classes; and finally, recruiting comparable classes within the same school and grade for surveys involving non-participants in the program, enabling a comparative analysis.

More specifically, two high schools were deliberately recruited by a collaborative research team from the University of Alabama (UA) and Energy Alabama, a nonprofit organization working for youth education and advocacy for clean energy. UA and Energy Alabama have partnered to provide clean energy science and management education at the secondary education level, titled the Alabama Energy Transformation Initiative (AETI). AETI’s objective is to furnish students with knowledge and interest in clean energy, with the aim of educating and empowering students in Alabama. The pronounced benefit of formal energy education programs is particularly notable in states such as Alabama. Despite the substantial greenhouse gas emissions from the electricity and industrial sectors in Alabama, the state often receives low rankings in terms of state-wide policy support for transitioning to clean energy. Furthermore, Alabama lacks an environmental education requirement in its public schools, which results in many students missing out on opportunities to acquire skills and explore potential careers in the clean energy sector [45]. In fact, energy-related employers in Alabama have encountered challenges in hiring workers due to a limited applicant pool and a workforce that often lacks the requisite experience, training, and skills [46]. AETI was implemented to address the missed opportunity to learn about clean energy among Alabamian youth and further encourage them to delve into clean energy matters, actively explore career opportunities in the transition to clean energy, and ultimately establish a pathway toward a clean energy economy for students.

Among numerous high schools in Alabama, the research team identified and partnered with two under-resourced public high schools to maximize the benefits of the education program, particularly targeting those from historically underserved and disadvantaged communities characterized by economic disadvantages, pollution burdens, and a lack of key infrastructure [47]: one high school from Tuscaloosa County and the other school from Hale County. According to the Alabama Department of Education report card, both high schools have a significant population of students classified as “economically disadvantaged”, with 43% and 60% of the student body from households with income below the poverty rate, respectively. Both have above-average Black student populations of 48.2% and 55.5%, compared with Alabama’s average of 32.4% and the national average of 15%.

From these two high school partners, AETI recruited environmental science classes to provide energy education sessions because environmental science teachers often play leadership roles in the school’s sustainability education efforts [48]. Among the students enrolled in these classes, students with their own and parents’ consent participated in the AETI program and the surveys. As the energy education sessions were integrated into the environmental science classes, the research team also recruited students taking other classes led by different teachers from the same grade levels and schools to form a comparison group to take surveys only without participating in AETI, with their own and parents’ consent. We administered the same survey to these non-participants in the program. It is unknown if the AETI participants or non-participants had previous involvement in alternative clean energy-related activities or exposure to the relevant subject matter.

3.2. Procedures

Pre- and post-program surveys were conducted with the students taking the energy education sessions as well as program non-participants. The overall approach to implementing the energy education program and surveys with high school students is described in Figure 2. The AETI energy education program includes in-class teaching sessions, hands-on activities, and field trips, providing high school students with valuable learning experiences both within and beyond the school environment. The teaching sessions were conducted over the course of one or two weeks in March and April of 2023, consisting of five sessions, each an hour and a half long, with each session covering one of the following topics at each school: (1) Why Care About Energy; (2) Energy Conservation and Efficiency; (3) Renewable Energy; (4) Building Science; and (5) Electric Transportation. Each teaching session began with a lecture on the energy topic and then transitioned to learner-centric hands-on activities related to the lecture. To enhance peer-to-peer learning during education, a total of 10 undergraduates majoring in engineering degrees at UA participated as mentors who developed instructional materials and related hands-on activities. They also served as lead instructors, teaching subject matter, demonstrating hands-on activities, and interacting and assisting with high school students during in-class activity time. Two or three weeks after the education session at school, the high school program participants attended a field trip to Vulcan Park and Museum and the Solar House and Green Labs warehouse at the University of Alabama at Birmingham (UAB). This field trip allowed them to observe Alabama’s past, when it was the nation’s fourth-highest producer of iron and steel, relying on coal, and present, when coal ash became a serious environmental problem, sustainable energy systems installed in real households, and their implications for a clean energy future.

The pre-program survey was conducted on both program participants and non-participants a week before the education program, while the post-program survey was administered to both student groups 4–5 weeks after the pre-program survey. The survey questionnaires were distributed in class and completed only by those students who consented to participate in the surveys, along with their parents’ consent. To encourage participation, a USD 25 gift card was provided to 10% of survey participants through a lottery system.

A total of 105 students consented to participate in the surveys from these two schools, with 32 from Hale County and 73 from Tuscaloosa County. However, 98 students completed the pre-program survey, and 91 students completed the post-program survey from these schools, resulting in a total of 189 responses with response rates of 91.4% and 84.7% for pre- and post-program surveys, respectively. Further information regarding participant demographics was that 51% of the students identified as people of color and that 50% of the students identified as female.

3.3. Measurement

Figure 3 describes the key hypotheses we aim to test to understand the relationship between various learning environments and energy literacy, as well as the corresponding variable measurements.

To measure the energy literacy of high school students, the key dependent variable, we used an energy literacy survey developed for high school seniors and graduates by the National Energy Foundation (NEF) [49], which derived from DeWaters and Powers [10]’s energy literacy measurement. The survey questionnaire is composed of questions measuring four aspects of energy literacy: information search, attitudes, behaviors, and knowledge toward clean energy issues and concepts. For the analysis, a total energy literacy score was calculated by aggregating scores from those four components. More detailed information about measurement items used to calculate energy literacy scores and other variables included in the empirical model is presented in

Table 1. Measurements and Descriptive Statistics of Variables (the number of responses = 189).

Variable Name		Measure	Mean	SD	Min	Max
Total Energy Literacy		Calculated by aggregating scores from four components (Information Search, Attitude, Action, Knowledge). Score range: 0–75.	46.3	10.2	15	74
Information Search		Total selected out of 10 energy topics to the following questions: “Given your day-to-day habits, topics of conversation, and general attitude toward energy, which of the following topic areas have you searched for or gathered information about over the past two weeks?”	3.05	2.42	0	10
Attitude		Total likelihood of each of the following questions: (5-Point Likert Scale) “I have a moral obligation to reduce my energy usage.”|“My efforts to conserve energy will have a positive impact on the environment.”|“Clean energy is more important than reliable and affordable energy.”|“I frequently stay up-to-date on local and national energy issues.”|“I believe I have a voice in helping to impact energy policies.”|“As a country, we need to invest more money and effort into becoming energy independent as soon as possible.”|“Energy education should be an important part of every school’s curriculum.”	21.3	4.75	7	35
Behavior		Total likelihood of each of the following questions: (5-Point Likert Scale) “I try to save water.”|“When I leave a room, I turn off the lights.”|“Many of my everyday decisions are affected by my thoughts on energy use.”|“My family turns the heat down at night to save energy.”|“I am willing to encourage my family to turn the heat down at night to save energy.”	15.9	3.82	5	25
Knowledge		Total correct responses to the following questions: “Which of the following is a renewable energy source?”|“Electric vehicles use electricity generated only from renewable energy sources.”|“A battery-powered flashlight converts…”|“The term renewable energy means that a resource…”|“Conserving water also conserves energy”	2.81	1.22	0	5
Physical (H1)	Program	Binary variable determining if respondents participated in the AETI’s clean energy education program.	0.74	0.43	0	1
	Post	Binary variable determining if a response was part of the post-survey.	0.49	0.50	0	1
Virtual (H2)	Social Media	Binary variable determining if respondents answered as the following: “If you had a question about clean energy, where would you be most likely to turn to find information?–Social Media Feed: Professional & Non-Professional”	0.50	0.50	0	1
	Search Engine	Binary variable determining if respondents answered as the following: “If you had a question about clean energy, where would you be most likely to turn to find information?–Search Engines”	0.83	0.38	0	1
	Video Website	Binary variable determining if respondents answered as the following: “If you had a question about clean energy, where would you be most likely to turn to find information?–Video websites”	0.61	0.49	0	1
Relation-ships (H3)	Peer Discussion	“I discuss clean energy with my peers often.” (5-Point Likert Scale)	2.04	1.06	1	5
	Family Discussion	“I discuss clean energy with my parents/family often.” (5-Point Likert Scale)	2.08	1.17	1	5
STEM Degree		“I will pursue a degree in STEM.” (5-Point Likert Scale)	2.77	1.28	1	5
% Students of Color		The proportions of students of color within the respondent’s class	0.51	0.15	0.36	0.85
% Female		The proportions of female students within the respondent’s class	0.51	0.10	0.40	0.72

.

As shown in Table 1, the survey also identified three main sets of independent variables, namely physical, virtual, and relational settings, that provide high school students in our sample with learning opportunities about clean energy.

In relation to physical settings, we test H1, which states that “students participating in school-based energy education programs may exhibit higher levels of energy literacy compared with those who do not.” As a key independent variable for H1, we focused on the clean energy education program offered by the AETI research team. To assess the impact of this program on student participants’ energy literacy, three variables were employed in the empirical model: program participation, post-program, and the interaction variable between these two variables. Program participation was coded 1 if a student participated in the AETI’s clean energy education program; otherwise, it was coded 0. Post-program was coded 1 for responses from surveys conducted after the completion of the AETI program and 0 otherwise. The interaction variable of these two variables captures the average change in a dependent variable value between pre- and post-program surveys for program participants in comparison to non-participants. Further explanation is available in the model specification.

In relation to factors from the virtual settings, we test H2, which states that “students who tend to acquire energy-related information from virtual settings like social networking sites (SNS), search engines, or video websites may exhibit higher levels of energy literacy compared with those who do not.” As a key independent variable for H2, we measured whether a student is likely to use information sources available in the virtual environment to find information about clean energy. To assess a student’s learning from the virtual settings, specifically related to clean energy information-seeking behavior, we used the following survey questions: “If you had a question about clean energy (e.g., trends, policy, degrees, careers, etc.), where would you be most likely to turn to find information? Select all that apply.” The possible response items include search engines (e.g., Google, Wikipedia, etc.), video websites (e.g., YouTube, TikTok, Vimeo, etc.), and social media feeds. For each of the stated information sources, if a student selected it as a potential source to find information to learn about clean energy, each variable was coded as 1; otherwise, it was coded as 0.

Finally, related to a student’s relationship with their parents/family and peers about clean energy, we test H3, which states that “students who have more frequent interactions with others on energy topics, such as family and peers, may exhibit higher levels of energy literacy.” To assess a student’s learning from these relationships, we relied on survey questions measuring the degree to which a student agrees or disagrees with the following statements: “I discuss clean energy with my parents/family often” (family discussion) and “I discuss clean energy with my peers often” (peer discussion), respectively. For each statement, students were asked to indicate their level of agreement on a 5-Point Likert Scale from strongly disagree (1) to strongly agree (5).

In addition to the learning-related variables, this study also controlled for individual and class characteristics. They include a student’s tendency to pursue a degree in STEM (Science, Technology, Engineering, and Mathematics) (measured on a 5-Point Likert Scale), the proportions of students of color, and female students within the respondent’s class.

3.4. Data Analysis

This paper employs the linear regression model, which takes the following form:

$${Energy Literacy}_i=a+{\beta }_1{Post}_i+{\beta }_2{Program}_i+{\beta }_3{{Post}_i\times Program}_i {+\beta }_x{X}_i{+\beta }_z{Z}_i+u_i$$

where ${Post}_i$ is a binary indicator if a student i’s response was measured in the post-program survey, while ${Program}_i$ is a binary indicator if a student i is an education program participant. ${\beta }_3$ associated with the interaction term of ${{Post}_i\times Program}_i$ is a coefficient of interest that captures the average change in energy literacy score between pre- and post-program surveys in program participants in comparison to non-participants. $X$ is a set of variables measuring learning factors in physical, virtual, and relationship contexts, whereas $Z$ is a set of other individual and class characteristics. In addition to the linear model on the total energy literacy score, this research also decomposes the total score into four specific energy literacy aspects: information search, attitude, behavior, and knowledge. Considering that the distribution of information search and knowledge scores adheres to the count, Poisson regression models were applied to these two variables, while attitude and behavior scores utilized the same linear model. The pairwise correlations for this research can be found in Appendix A. We further checked the variance inflation factors (VIF) to assess multi-collinearity in each model. The average VIF score is 2.24, significantly below the widely accepted threshold level of 10.

3.5. Results

Table 2. Analysis Results on Students’ Energy Literacy.

	Total Energy Literacy		Information Search		Attitude		Behavior		Knowledge
	Coeff.	(Std. Err.)	Coeff.	(Std. Err.)	Coeff.	(Std. Err.)	Coeff.	(Std. Err.)	Coeff.	(Std. Err.)
Physical Settings
Program	−0.312	(2.090)	0.028	(0.161)	−0.151	(1.093)	−1.139	(0.875)	0.106	(0.164)
Post	2.867	(2.448)	0.148	(0.178)	1.111	(1.279)	0.283	(1.013)	0.158	(0.184)
Program $\times$ Post	2.047	(2.819)	0.405 **	(0.204)	−0.496	(1.468)	0.022	(1.158)	0.088	(0.210)
Virtual Settings
Social Media	1.105	(1.271)	−0.031	(0.090)	0.645	(0.660)	0.387	(0.520)	−0.024	(0.094)
Search Engine	1.118	(1.814)	0.111	(0.132)	1.490	(0.935)	−0.310	(0.724)	0.099	(0.147)
Video Website	3.716 ***	(1.333)	0.219 **	(0.096)	1.892 ***	(0.691)	0.815	(0.540)	0.018	(0.098)
Relationships
Peer Discussion	1.074	(0.994)	0.184 ***	(0.067)	0.257	(0.520)	−0.030	(0.404)	−0.004	(0.073)
Family Discussion	2.802 ***	(0.897)	0.057	(0.059)	1.513 ***	(0.469)	0.880 **	(0.364)	−0.044	(0.066)
Control Variables
STEM Degree	2.123 ***	(0.490)	0.092 ***	(0.034)	0.478 *	(0.253)	0.673 ***	(0.199)	0.070 *	(0.036)
% of Students of Color	−0.846	(1.140)	0.014	(0.087)	0.324	(0.597)	−0.769	(0.472)	−0.114	(0.096)
% of Female Students	11.706 *	(6.727)	0.709	(0.461)	−1.528	(3.455)	3.255	(2.726)	1.118 **	(0.483)
Constant	21.039 ***	(4.638)	−0.536	(0.330)	13.823 ***	(2.419)	11.355 ***	(1.892)	0.158	(0.349)
Responses	169		184		175		182		179
R2 or Chi2	0.426		95.340 ***		0.287		0.263		23.720 **

Note. The number of responses varies across models due to missing values in dependent variables. For the models of Information Search and Knowledge, Likelihood Ratio Chi² are presented since they were fitted using Poisson regression models, which demonstrate statistical significance in terms of the current model fits. * p < 0.1. ** p < 0.05. *** p < 0.01.

presents the results of the models, where the models used a total energy literacy score and specific energy literacy aspects as dependent variables. Regarding H1, we found limited supporting evidence for this hypothesis. The energy education program implemented in selected classes was observed to lack a significant association with energy literacy scores. Specifically, the energy literacy scores of the program participants did not exhibit statistically significant changes between pre- and post-surveys compared with the non-participants. However, it is noteworthy that the energy education program was significantly associated with changes in the number of energy-related topics sought by students between the pre- and post-program surveys among the program-participant group compared with the non-participant group. As evidenced by the significant interaction term between the program-participant group and the post-program survey (p < 0.05), energy education participants exhibited a notable increase in their search for energy-related topics between the pre- and post-program survey periods, by approximately 50% ($e^{0.405}$), when compared with those who did not participate in the program.

Regarding H2, we found statistically significant evidence supporting this hypothesis. More specifically, among the students surveyed, those who indicated that they prefer searching for energy-related topics from video-containing websites (e.g., YouTube, TikTok, Vimeo) had, on average, a 3.9-point higher energy literacy score compared with students who did not choose such websites as their primary source of information (p < 0.01). These positive associations were also found to be significant for attitudes toward clean energy issues (p < 0.01) and information searches for energy-related topics (p < 0.05).

In relation to H3, we discovered statistically significant evidence that supports this hypothesis. More specifically, a one-unit increase in the likelihood of discussing clean energy with parents/family (measured on a 5-Point Likert Scale) was associated with a 3-point higher energy literacy score in a student on average (p < 0.01). When breaking down energy literacy scores, these positive associations were particularly salient for two specific energy literacy aspects: positive attitudes toward clean energy issues (p < 0.01) and energy-saving behaviors (p < 0.05).

The likelihood of discussing clean energy with peers was also significantly associated with the number of energy-related topics sought by students (p < 0.01). More specifically, a one-unit increase in the likelihood of discussing clean energy with peers was associated with an approximately 20.2% ($e^{0.184}$) increase in the expected count of the number of energy topics sought by a student.

Related to other control variables, a student’s inclination toward pursuing STEM degrees was a strong predictor of all the energy literacy aspects (p < 0.01), while it displayed only a weak association with a student’s attitude and knowledge toward energy issues (p < 0.10). Furthermore, the proportion of female students in the class exhibited a positive association with knowledge regarding energy-related issues (p < 0.05).

4. Discussion and Conclusions

This paper aims to explore how students’ energy literacy, which encompasses information search, attitudes, behaviors, and knowledge, is nurtured across diverse learning environments. These environments span from formal educational programs to informal sources of information, including the Internet, family discussions, and peer interactions. While our findings are derived from a relatively small sample of high school students in Alabama, this paper may provide an important step toward constructing conceptual frameworks and accumulating empirical evidence. These endeavors contribute to the identification of significant avenues and settings for the education of clean energy among youth.

To test H1, which posits that “students participating in school-based energy education programs may exhibit higher levels of energy literacy compared with those who do not,” we assessed the impact of the AETI program, a dedicated school-based energy education initiative. Such programs have the potential to offer valuable education and application methods that extend beyond the scope of the existing approach, where energy is taught only as a component within course subjects. However, this paper did not uncover empirical evidence to support the effectiveness of this formal education program in enhancing students’ energy literacy, except for the tendency among students to search for information about energy topics.

Several factors may have contributed to the lack of a discernible impact from the education program. The brief duration of one-week teaching, coupled with the pilot nature of the program, could have resulted in topics being introduced without a thorough and in-depth exploration. This approach may not have effectively stimulated the development of new perspectives or brought about substantial changes in students’ attitudes and behaviors. It is also possible that certain dimensions of energy literacy, such as attitudes and behavior, might manifest as long-term outcomes influenced by education. These outcomes might not have come to fruition or been detected when the post-program survey was administered a month after the program’s completion.

Nonetheless, our analysis reveals that the provision of formal education in clean energy has enhanced students’ information search for energy-related topics. Program participants demonstrated a 50% increase in the number of topics searched since the program, in comparison to program non-participants. Teaching sessions encompassing a diverse range of energy topics, complemented by field trips to witness the practical application of these concepts, may have served as an initial catalyst for students to cultivate an interest in related subjects. This approach may stimulate a deeper exploration of these subjects among program participants, potentially sustaining and expanding their interests. Their energy literacy might be more effectively developed through sustained learning opportunities, such as continued conversations with family and independent study of these issues.

In this context, we tested H2, which suggests that “students who tend to acquire energy-related information from virtual settings like social networking sites (SNS), search engines, or video websites may exhibit higher levels of energy literacy compared with those who do not.” Our findings highlight a positive association between students’ use of video content from websites and their energy literacy, particularly in terms of attitude and energy-related information search. These results suggest that virtual platforms offer valuable learning opportunities for energy-related subjects. Mass media, including online resources, has become a tool for fostering students’ attitudes and interest in science-related fields [1,20], both in and outside traditional classrooms. As technology increasingly integrates with education and students gain widespread access to abundant video content, energy education should also focus on teaching them how to navigate this wealth of information to find accurate and reliable information. Given that clean energy is a pressing and sometimes politically polarized topic today, it is becoming even more essential for young generations to have a comprehensive understanding of it. Our result additionally indicates that students who prefer video content for energy information tend to search for more information on energy-related topics. Students must be taught to critically evaluate potentially inaccurate or biased information they encounter outside of the classroom.

To examine the influence of parents and peers, we tested H3, which posits that “students who have more frequent interactions with others on energy topics, such as family and peers, may exhibit higher levels of energy literacy.” Our findings clearly indicate that parental guidance significantly impacts students’ energy literacy, specifically shaping positive attitudes toward energy issues and engagement in energy-saving behaviors. Previous research has recognized that familial relationships can influence children’s views on science careers [40,42], but the learning experience in these family relationships has not been fully explored. Our findings indicate that students who were more likely to engage in discussions with their families about energy tend to have more positive attitudes and behaviors toward energy, thereby exhibiting higher levels of energy literacy. Continued conversations, occurring beyond the structured classroom setting, allow personal connections with the educational content they acquire. Learning from these family relationships extends seamlessly into daily life, as household discussions with parents mirror the conversations students have with their teachers and peers during class time. Parents have the potential to not only educate their children in the application of energy education into daily life but also reinforce positive attitudes toward energy-saving behaviors.

The positive influence of parental discussion on attitudes and behaviors is particularly crucial in Alabama, where many schools are under-resourced for teaching science and math in general, and there is currently no formal statewide curriculum specifically dedicated to energy education. Due to the lack of learning resources and opportunities within the school context, students may struggle to deeply engage with energy subjects or retain their content. However, if students can extend their learning beyond the classroom and receive support for discussions beyond their peers, they can experience improved energy literacy and explore further learning pathways in this area. This translates to students being more knowledgeable about energy topics not only in educational contexts but also in real-life situations, better preparing them for future opportunities.

It is noteworthy that this study found a significant association only between discussion with peers and the information search aspect of energy literacy. While peers have been known to play a role in shaping and confirming norms [20,25,43], students in our sample were less likely to be influenced by peers in shaping their attitudes and behaviors toward energy issues. While discussing energy issues with peers can initially spark students’ interest in specific energy topics and prompt further exploration through internet searches, educational activities, or guidance from teachers and parents, it also can play a crucial role in nurturing these interests.

Among the control variables, students who are more inclined to pursue STEM degrees tend to attain higher scores in all aspects of energy literacy, even though their attitudes and knowledge regarding energy are different from others only at the 10% significance level. Students’ STEM inclinations are rooted in their desires for autonomy, competence, and social relatedness [35]. Furthermore, those with backgrounds in exact sciences and engineering tend to have higher levels of knowledge about energy [50]. That is, STEM-oriented students may have followed distinct learning paths that enhance their energy literacy, from their interests in energy-related topics to their competence in addressing energy-related challenges. Since only a small percentage of young students aspire to STEM careers [51], promoting broader STEM interests holds important implications for fostering energy-conscious students. Further exploration of the intersections and disparities of energy literacy formation and STEM learning paths is needed.

In summary, even though the study did not find significant evidence supporting the efficacy of the AETI energy education program for energy literacy development, it holds important implications for expanding similar energy education programs to cultivate a synergetic learning environment (refer to Figure 1). If the energy education program incorporates other crucial learning factors and establishes an interconnected learning environment, the convergence of multiple learning aspects within the program can nurture a synergistic learning ecosystem for youth energy literacy. More specifically, considering the significant role of family members, energy education programs may benefit from developing hands-on activities that address more diverse energy topics involving parents’ participation at home, which will create a stronger support system for students. Parents can play a crucial role in shaping their children’s attitudes and knowledge of clean energy and further create a support system for students to pursue clean energy-related degrees and careers. Moreover, given the importance of information acquisition from video materials, the learning experience of the energy education program can be enhanced by including the development of high-quality educational videos and fact-checking materials, making the content engaging and effective. Video materials also provide a further learning opportunity via online education, allowing students to access energy education materials and resources remotely. Overall, these findings offer valuable insights for expanding energy education programs. This significance is particularly pronounced in the state of Alabama, where a standardized curriculum for energy education is yet to be established and educational resources are scarce.

5. Limitations

While this study offers valuable contributions to the existing literature through its conceptual and empirical analysis of youth energy literacy across diverse learning contexts, we acknowledge that the study has several limitations. First, our findings regarding the limited impact of clean energy education programs might be confined to the short-term outcomes of these programs. The relatively short time span between pre- and post-program surveys, combined with the absence of subsequent follow-up surveys, might potentially impede our ability to thoroughly explore the extended learning trajectory of students with varying energy literacy scores. Our sample also includes fewer students from the non-participant group compared with the education program participants. Students who did not participate in the energy education program might have a lower interest in participating in the surveys, despite the chance of winning a monetary incentive. Since our ability to recruit survey respondents was heavily reliant on the cooperation and consent of class teachers, parents, and students themselves, there was a limitation in our efforts to expand the pool of survey participants. Considering our limitations, future research should incorporate a large-scale, longitudinal survey methodology aimed at evaluating the enduring effects of educational programs on students’ energy literacy as well as their pursuits of academic degrees and careers in related fields. Increasing the sample size will also help increase statistical power to test meaningful relationships between learning factors and energy literacy.

Moreover, given the inherent characteristics of a case study design, the findings drawn from our distinct and specific sample might have limited generalizability to a broader student population. This research intentionally recruited students from local partner high schools to participate in the clean energy education program, making one of the initial attempts to examine energy literacy within the context of Alabama. Alabama is one example of a state with no environmental education requirement [52], where not all students have equal access to environmental education. Our case study of the Alabama students and their energy literacy development aims to shed light on a region-specific context where energy education and training can have a significant contribution to building a just and inclusive pathway to a clean energy transition. To achieve a more comprehensive understanding of energy literacy development across a more representative student population, future research should employ a research design at either the national or regional level. Indeed, certain scholars have already conducted nationwide surveys by leveraging national education initiatives focused on energy within the K–12 education system in non-U.S. contexts [1,9].