Renewable and Sustainable Energy Reviews 46 (2015) 1–15

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Renewable and Sustainable Energy Reviews

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Energy saving: Views and attitudes of students in secondary education

Eirini Ntona a,n, Garyfallos Arabatzis b, Grigorios L. Kyriakopoulos c a Environmental Education Center of Grevena, End of Taliadouri Street, Grevena 51100, Greece b Democritus University of Thrace, Department of Forestry and Management of the Environment and Natural Resources, Pantazidou 193, Orestiada, Greece c National Technical University of Athens, School of Electrical and Computer Engineering, Electric Power Division, Photometry Laboratory, 9 Heroon Polytechniou Street, 157 80 Athens, Greece article info abstract

Article history: Energy and its usage constitute one of the most important environmental issues nowadays that substantially Received 14 August 2014 affect economic and social development and the improvement of the quality of life in all countries. The risk of Received in revised form climate change and environmental degradation is real with the global development process and human 26 December 2014 intervention being the key components in dictating the nature of environmental problems. Education on energy Accepted 8 February 2015 issues should be the means for helping students cope with present and future energy needs and the adoption of appropriate, attitudes, lifestyle practices and behavior is deemed necessary. The purpose of this paper is to Keywords: investigate the complex of student's views and attitudes about energy and its usage related to the environment. Energy A questionnaire has been used as a research tool most appropriate to these research's goals. The results expose Saving the need for a radical change in patterns of human behavior towards an environmentally sustainable Students orientation and the dominant role that environmental education possesses in realizing this direction. Views & Attitudes 2015 Published by Elsevier Ltd.

Contents

1. Introduction...... 1 2. Literature review ...... 2 3. Research methodology ...... 5 3.1. Environmental-energy habits ...... 8 3.2. Attitudes...... 8 4. Results...... 8 4.1. Descriptive statistics ...... 8 4.1.1. Socio-demographic characteristics ...... 8 4.1.2. Students' environmental and energy habits ...... 9 4.1.3. Students' attitudes ...... 9 4.2. Hypotheses testing ...... 9 4.3. Factor analysis ...... 10 5. Discussion...... 12 6. Conclusions–suggestions ...... 13 6.1. Methodology ...... 13 6.2. Environmental education ...... 13 6.3. Strategies for sustainable energy management ...... 13 References...... 13

1. Introduction

n Corresponding author. Energy is of essential importance for the economic and social deve- E-mail addresses: [email protected] (E. Ntona), [email protected] (G. Arabatzis), lopment and the improvement of the quality of life in all countries. [email protected] (G.L. Kyriakopoulos). Nowadays, the largest percentage of utilized energy derives from http://dx.doi.org/10.1016/j.rser.2015.02.033 1364-0321/& 2015 Published by Elsevier Ltd. 2 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 conventional or non-renewable energy resources such as coal, oil, management of energy demand, promoting energy savings through natural gas, while the energy-related emissions correspond approxi- the implementation of effective measures and the second is related mately to the 80% of the total energy of greenhouse gas emissions of to the development of renewable energy technologies [15]. the EU [1]. Based on the Green Paper, the ways to improve energy efficiency, Energy is possibly the most important and dominant issue in which constitutes a global priority, consists of better use of energy, by today's world. Problems regarding resources and energy depletion improving energy efficiency technologies, while energy saving is have environmental consequences and they affect the global and defined as an effort to sensitize consumers and their behavior [16]. local political and economic stability, our choices as consumers, the The European strategy aims to the reduction of energy depen- health and welfare of humanity and the natural world [2]. Energy dence, based on two main targets: (1) the use of alternate energy and its use is a global environmental issue, related not only to global resources and (2) the application of the appropriate policies, in warming, caused by CO2 emissions, but also to other environmental order to save and control the consumption of energy. Renewable problems such as air pollution, ozone depletion, excessive utiliza- energy resources constitute a key for implementing this goal, by tion of forests and forest destruction, and emission of radioactive contributing to the sustainable development. Renewable energy substances. These issues must be taken into account if humanity is resources can boost the economy and have direct enterprising to achieve a sustainable energy future with minimal environmental benefits as well as reinforce science and technology [17]. impacts. Research evidence show that if humans continue degrad- Furthermore, at a European level, measures should be under- ing the environment the future will be negatively affected. The taken by Western Balkan countries which, even though hold a increase of global population and economic development will have high energy dynamic, give little priority to the increase of energy as a result the global demand for energy services and natural efficiency and the production of renewable energy resources, resources. In this direction, one solution to the impending energy while energy is a foundation for economic growth and social shortage is to make use of renewable energy sources [3,4]. advancement of these countries [18]. Therefore, the interest of scientists, state, citizens and stake- As numerous studies suggest, specialization of the workforce is holders has focused on adopting applications and technologies that essential, in order to achieve a proper and practice of the renewable incorporate “nature friendly” forms of energy. In this context, and energy resources. According to studies conducted in China and other taking into account the limited potential of fossil fuel technologies, developed countries, education constitutes an efficient way to pro- the incorporation of “environmentally friendly” energy, the efficient mote the development of renewable energy resources and the viability use of renewable energy sources, which are not only nature friendly of the workforce, and the aid of academic foundations and educational but also abundant, is essential [5]. constitutions proves to be crucial, in order to attain this target [19].Itis The renewable energy sources are also proven extremely attractive apparent that regardless of the geographical distribution of each in the educational systems within the European [6,7] and international research team, such a technical education reform should affiliate the contexts [8]. These projects strengthen the social-based team-working secondary education students to issues, including: results' interpreta- and management skills, while enabling the involvement of a wide tion in an integrated problem-solving manner; empowerment, own- spectrum of scientific fields: from agricultural and renewable sources ership, and goods' sharing; life-cycle costs; reusing; recycling; whole- to chemistry, biotechnology, engineering, and economy. Subsequently, life costing and greenhouse gas emissions' monitoring and tracking these in-depth and synergetic inter-principal approaches enhance the [20]; time and energy savings [21]. Subsequently, the aforementioned knowledge upon novel processes, design, and modeling. In parallel, socio-economic variables and technological advancements should the effectiveness of such bio-based redirections upon the existing enhance the students' acceptability to energy-sustainable schemes educational curriculum should enhance the diffusion of new knowl- and should reinforce the social cohesion in a currently liquefied edge towards industries that are involved in a bio-based economy and economic environment. should maximize the energy delivery, produced from biomass streams It is utmost importance that the education should play a pivotal and conversion technologies [7]. These energy-based projects are also role in achieving energy saving and reduction of greenhouse gas fostering the active participation in projects with local companies, emissions, aiming to a sustainable development. In this context, universities, and research institutes. the development of educational activities, which will focus on Indicative energy-oriented educational projects are the interna- students' awareness, attitudes and behavior, is an effective way to tional (Interreg) cooperation project “Energy Conversion Parks” (ECP) raise students' consciousness as far as energy is concerned [22]. [7]; the project of EverGREEN schools [8];the“Energy Conservation and Environmental Protection” (EGEE 102) general education online course [9]; the Accreditation Board for Engineering and Technology 2. Literature review (ABET) – a project upon technical education, that addresses the impact of engineering solutions in a global, societal–economic– Education on energy issues should be the means for helping environmental context [10]; a project for technical energy audits of students cope with present and future energy needs, which have government buildings [11]; a project appraisal method based on social, economic and environmental dimensions. In order to handle payback time, net present value, internal rate of return or cost of such needs, the students should acquire knowledge based on biology, conserved energy (CCE) [12];andthe“Reduction in Energy Demand physics, chemistry, mathematics, and social sciences [23]. and Utility Consumption Evaluation” (REDUCE) project [13].Thelatter Education also plays a crucial role in development of renewable three projects are based on the construction management and should energy resources. An increased interest to the implementation of motivate the students to acquire new cognitive paths upon energy greener energy-oriented curricula for the technical education – based efficiency improvements and building renovation – through devel- on the renewable sources' advancement – has been addressed within oping energy efficient perspective [11–13]. the last decade of analysis. Particularly, solar and wind energy- According to the aforementioned literature overview, the devel- based production was the research subject worldwide, in Africa [24] opment of strategies that will reinforce the renewable energy and the USA [25–27]. The importance of energy-based projects is sources and technologies is of main interest for many countries, also signified in response to the universal issues of global warm- driven by the need to reduce greenhouse gas emission, to enrich and ing, climate change, energy shortage and conservation. and car improve the energy supply diversity and security, as well as develop bon reduction. Therefore, the triplicate pattern of energy conserva- employment and economy [14]. Two main strategies are adopted in tion–technical education–environmental protection/sustainability is many countries all over the world: the first is concerned with the utmost importance factor to the development and implementation of E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 3 a contemporary energy-based education [26,28].Furthermore,the technologies in line to both the sustainability approaches of the diffusion of energy-based projects in the educational system has costing (external and private) and specificcriteriaofsocial–eco- been proven beneficial to knowledge diffusion into innovative nomic–environmental orientation. The aforementioned approaches technologies, including technological changes' spur upon heat trans- are commonly structured on either the life cycle sustainability fer, energy conversion, and thermodynamics [26].Suchanindicative assessment (LCSA) [41], or the EcoSenseWeb model [43]. energy-based project uses the three ecological energy sources of These approaches rank technologies in the NEEDS project and are sunlight, hydrogen – being produced from water extraction and structured on the similarities and differences in concept, quantifica- supported by sunlight and electrolysis, and biofuel – being squeezed tion, and scope. According to the NEEDS project, fuel cycles analysis is from plant seed. The aforementioned project enables students to be based on coal extraction and transport, time extraction and transport, affiliated with the flexible functionality of various ecological energy operation and disposal of wastes. In a societal viewpoint, occupa- sources and to apply varying cognitive skills, accordingly [29]. tional health impact for upstream processes, power generation In parallel, environmental sensitization of the younger genera- impacts, and downstream process should be addressed. In parallel, tion is necessary, not only for the sustainable development but also external costs are depended on the specificutilitychangesofthose for the development of innovative approaches towards a solution of affected, necessitating a rather high level of spatial and temporal environmental problems. The development and the application of a detail; thus intra- and inter-generational aspects should be further well-designed educational training course on energy is fundamen- valued [41]. Moreover, in the relevant literature it has been reported tal that will include environmental issues, within the context of a that – since impacts calculated for the upstream and down-stream typical and a non-typical education, and in collaboration with all processes are a minor part of externalities of the total external costs – the involved institutions [15]. the negative impact of power plants is pronounced and externalities The adaptation of secondary education system to renewable should apparently exceed the level of private cost. Subsequently, the energy advancements has been notified in an international level of critical and multidimensional approach upon stringent European analysis within the last 15 years, such as in the USA [30,31],Northern environmental policies for the energy sector should be subject to a Europe [32],CentralEurope[33],South-EasternEurope[34],andAsia curriculum reform upon the contemporary technical education [43]. [35]. The introduction of such energy-oriented curriculum in the Besides, energy-based projects are inseparable components of secondary education has proven that students are well-informed and hybrid life assessment schemes, such as in powertrain design [20]; express high interest for a wide plethora of renewable technologies. precast concrete wall panels, in opposition to conventionally rein- Therefore, the future perspectives of such educational reform should forced concrete [44], ecodesign and Life Cycle Assessment (LCA)- increase the citizens' awareness upon environmentally-efficient beha- based project for a hybrid passenger ferry, in accordance to the vior and alleviate the hazardous impacts of environmental pollution – criteria of time consumption, training, and reusability [45];solar through exploitation of conventional energy sources – enabling the assist plug-in hybrid electric tractor (SAPHT), in comparison to a successful promotion of sustainable development in an endangered conventional tractor [46]; lithium-ion batteries for plug-in hybrid socio-economic environment. electric vehicles [47]. Indeed, the development of human societies and energy educa- Nevertheless, the education upon renewable energy resources tion are strongly related, since they demand inter-scientificanalysis should be adapted on an interdisciplinary basis, by adopting specific and action. Understanding the human behavior can be a difficult characteristics. In this context, education could be classified in two task, due to the social, economic and educational differences. How- levels: the first refers to the general knowledge, which makes the ever, the importance of education for the development is indispu- usefulness and significance of renewable energy resources become table, primarily when it comes to energy saving [36]. explicit and the second refers to the technical knowledge, which In addition, energy education shouldhaveanimpactonattitudes, provides the scientific tools for the use of renewable energy resources. values, decisions and most importantly: actions. Our actions are affe- For this reason, appropriate educational programs, designed by experts cted by the cognitive level and the information we receive through are recommended [48]. the educational procedure as well as by our ability to process this In particular, education on renewable energy resources should kind of information. However, some of our well-established princi- intend to educate the population globally. However, as far as the ples and values, may have dire consequences on our decisions [37]. developing countries are concerned, education should intend to: To achieve energy sensitization the three most significant (a) the awareness of students towards the reasons that cause factors are as follows [38]: energy crises, (b) the informing of students on the different types of renewable energy resources, their potential sources and the 1. Education: in general, people do not know how to adopt a relevant technology, (c) the undertaking of action, in order to sustainable way of living, mainly because of lack of education. suggest solutions and alternative strategies to resolve future They do not know the way or the factors that can affect energy energy crises, and (d) the development of positive attitudes and saving, even though relative knowledge on energy use and values toward energy resources [49]. its consequences on the environment, would affect energy An environmentally conscious citizen shows a high level of consumption. sensitivity, interest, ability to understand and resolve environmen- 2. Motives: use of motives to release the dynamics of energy tal problems [50]. The level of education, the energy practices, saving. behavior, as well as individual responsibility, relate to decisions and 3. Promotion: promotion of energy footprint and feedback on choices of either renewable or non-renewable energy recourses and positive action, constitute elements that will aid energy saving. have a direct impact on the environment [51]. The educational process will have as a result the realization of At a global level, a lot of institutions focus on non-typical energy how important is a change on a more sensible use of energy. The education and environment, by carrying out projects [39] (NEED, knowledge students acquire at a school level and comprehension 2012–13), research, activities and training programs for both of the notion of energy, allow them convey their knowledge to students and educators [40].Specifically, the association of conven- their family, in order to achieve energy preservation and saving, on tional energy sources and an integrated approach upon the life daily basis. Through an educational approach on energy issues, cycle sustainability assessment is systematically investigated in the students will obtain a profound viewing of the problem. Conse- New Energy Externalities Development for Sustainability (NEEDS) quently, students will become the agents to encourage participa- project [41–43]. The NEEDS project evaluates power generation tion of all the members in society [52]. 4 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15

Some of the factors that enforce a responsible environmental the governmental policy, energy saving is more efficient than behavior include the “entry-level variables” which intrigue people's emission reduction [66]. interest towards the environment, the “ownership variables”, A responsible energy behavior might also be characterized by a which can lead someone, acquire knowledge on specific environ- number of different parameters, which refer to sensitization, trust mental issues and the “empowering variables” which refer to the and commitment, moral obligation, cultural standards, everyday skills used, in order to undertake environmental strategy and practices and customs, the social networks and the established action [53]. way of living [67], while some obstacles might be institutional, In the relevant literature [21] it is denoted the significance of marketing, or refer to organization and different behaviors [68]. finding ways to address such environmental strategies by either A general framework-model has been proposed, in order to bringing future benefits closer to the present or by magnifying the examine the connection between human values and environmen- costs of delayed action. Particularly, the end user of energy could tal behavior. According to this model, the environmental behavior employ certain feedback systems and commitment devices in order is connected to values through a relation of causality, among the to achieve current gains and future costs more visible or tangible. interrelated variables. It is claimed that, values and ideologies filter Contrarily, end users of domestic energy – who alleged that they are the new information, so as to form corresponding attitudes and prone to high procrastination – they are apparently less likely to have behaviors towards specific environmental issues [69]. engaged in heating-energy-saving activities, such as larger purchases The extent, to which a person is concerned with environmental and investments in equipment and the doors/windows insulation. issues, is related to his/her own values and the way he/she thinks Contrarily, it is also concluded that there exists a positive relationship of him/herself (egocentric, altruistic, ecocentric) combined with between environmental awareness and engaging in everyday his/her own sensitivity and awareness on the consequences of energy-saving-activities, such as the reduction of the indoor tem- environmental problems [70]. In order to measure people's con- perature. Therefore, it is utmost importance that the energy con- cern on environmental issues, researchers have developed a scale sumers have to adopt initiatives in order to reduce procrastination of environmental motives and divided it into subscales referred to and to materialize energy-saving potential [21]. as egocentric, altruistic and ecocentric [71]. In parallel, the environmental behavior at the entry-, ownership- An environmental responsible behavior is defined by a person's and empowering- levels is determined from the socio-demographic motive to act on the benefit of the environment. An environmental and the geographic contexts of analysis. In the relevant literature [54] behavior is also classified, according to someone's intentions, or the monitoring of the thermo-physical behavior and the energy according to the consequences of his/her actions. Another kind of saving [55,56] are associated with the accomplishment of thermal discrimination is the direct and indirect environmental behavior: comfort, the existence of natural lighting, and the technological the direct environmental behavior occurs within the context of a know-how of insulation materials [57] and photovoltaic systems household (use of energy, use of water, household wastes), whereas, [58]. Indeed, the Mediterranean climate, legislation and traditions the indirect environmental behavior is defined by the political should inspire the local citizens towards a sustainable thermo- context in which the behavior occurs [65]. physical behavior, moderate energy consumptions, and high thermal Since the UN conference on the Environment and Development comfort [57,59] due to the high level of day lighting and the in Rio de Janeiro, held in 1992 a great emphasis has been given to abundance of wooden materials within the Mediterranean basin [54]. encourage the citizens' actions towards sustainability [72]. The Moreover, in a household level of analysis, besides the climate strategies for sustainable development stress the importance of and materials factors, energy environmental education is proven a citizens' active participation and change of action on an individual dominant parameter to establish a sustainable society. This education basis, rather than on a politics basis, claiming that “sustainable should be based on technology innovations and social improvements. development cannot be imposed by a country's politics. If the citizens Specifically, in a domestic context, the monitoring of mothers' power remain inactive, sustainable development will fail” [73]. consumption reductions after energy environmental workshops Students' sensitization, as future citizens of the society, is expected denoted the pronounced role of detailed data collections of lives to to increase over the future years, while consumers acknowledge their quantify the energy-based behavioral changes of the people [60]. responsibilities, as far as energy use is concerned. Students and Policies aimed at electricity reduction have focused on an: teachers should approach issues of ecologic sustainable development, as part of the typical education [74]. The school plays an important role Economics basis – on private interests, pricing, rebates, sub- for students' sensitization and acquisition of an environmentally sidies, and taxes [61]. responsible behavior, due to the fact that children are “open”,in Environmental basis [62] – achieving reductions in household contrast to adults, to new subjects and education has a leading role carbon emissions and water consumption through the installa- throughout their studies [52]. Intention is one of the factors that affect tion of small energy saving measures, including radiator panels, our habits and our behavior towards the environment, while the in-home energy displays and low-flow shower heads [63]. significant environmental behaviors within the domestic sphere, are Socio-economics basis [64], including home and transport energy often defined by the household's income and personal habits such as, use that are positively linked with sociodemographic variables, adjustments of thermostats, operation of electric/electronic devices, etc. such as income and household size [65].Theseauthorssignified The domestic or the local consumption of energy is a field where the distinct characteristics between different measures of envir- the global environmental issues, individual behavior and habits are onmental impact and different types of environmental intent. deeply connected, even when consumers fail to see the connection Additionally, the authors concluded that using only attitudinal [75]. The incorporation of the appropriate energy habits into stu- variables, such as values, should be proven too limited to address dents' daily behavior is also characterized by a proper behavior all types of environmental behavior [65]. within the family, repetition during the school hours, and in general, by actions that focus on informing and sensitizing [76]. Socio-demographic variables, such as income and level of educa- In the Chinese context, negative behavior of energy consumption tion as well as the size of a household, affect positively the daily use has proven more influential on the ecosystem than the positive of energy amounts [65]. Recent research implies that lack of energy behavior of environmental protection. Electricity is considered the education can be an obstacle for adopting strategies and habits of basic factor of the energy consumption and the highest sensitive saving energy. Misunderstandings regarding energy consumption indicator to the environmental capital input–output. In the view of and the effectiveness of various practices often lead to fallacious E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 5 habits [77], as well as the tendency to overestimate the “visible” use Further research conducted in groups of university students, in of energy, for instance lighting and underestimate the “invisible” the years of 1995, 2002 and 2003, in order to assess their attitudes use of it, such as water use and heating [78]. towards environment, environmental issues and especially energy The acquisition of an environmental-energy education com- use, showed many similarities among these groups, while better bined with the school's culture and leadership, constitute defini- environmental behavior was demonstrated by those who had tive factors for a successful application of energy policies and better knowledge of these subjects. Notable is, however, the lack programs of energy education [79]. of action, despite their adopted views. All groups had the common Energy literacy provides a conceptual basis of knowledge, as belief that technology is capable of resolving environmental and well as a detailed comprehension of the framework, within which energy issues, while the students felt incapable of changing their energy is used and consumed, and in general the embracement of behavior, in the view that others, as for instance the government energy habits in everyday life, defining also positive habits of should be responsible for dealing with energy issues. As a conclu- energy saving and awareness of the consequences of the indivi- sion it is noteworthy, that education can have a major influence on dual consumer choices [80]. personal reinforcement [89]. Beliefs, the influence of different circumstances and someone's The new challenge in this field is the incorporation of a highly intentions are the constituents that form an environmental atti- effective learning, within the context of non-typical education. tude [81]. Students' attitudes towards environment are and have Research findings in Latvia show that efficient use of energy and been the focal point of many environmental training courses [82], renewable energy resources can be used, as a means to analyze the mainly because attitudes are considered an integral part of abilities and the needs of educators as well as the creation of forming an environmental behavior [83,84]. advanced educational courses for teachers. The issue of energy Environmental “concern”“attitudes” and “values” are the basic constitutes an educational guideline, along with other significant criteria to evaluate people's actions and behavior therefore, these issues, that are associated with environmental education and terms have been particularized, in order define the essence of education on sustainable development [40]. environmental values. As far as the contribution of technology is concerned, and Better understanding of students' attitudes can be a useful tool, in especially the influence of the social media on peoples' participation order to provide a complete framework for energy saving, the in ecofriendly activities, a bright example could be the website development of energy resources and the sensible use of energy [37]. “StepGreen.org”, which will aim at the promotion of an energy Geographic factors are important and it is proved that students who friendly behavior for the sake of energy. Motives, such as public study at urban regions have better knowledge and more positive commitment and competition, prove to be effective [90]. attitudes towards renewable energy resources, compared to students The implementation of research on energy resources with the from rural regions, which seem to prefer nuclear energy [85]. support of geospatial tools shows, that these tools reinforce second- As far as gender is concerned, research findings in Finland show ary level students' perceptions, while it also demonstrates a sig- that, female students show more positive and stronger biocentric nificant increase of students' awareness on energy matters [91]. attitudes, compared to male students. As far as the socio-demographic Based on research data, the training of educators is demanded, characteristics are concerned, it is shown that the place of residence in order to make them aware of the renewable energy resources. has a negligible effect, but significant differences are noted among Similar is the demand for an equivalent educational program within different schools [86]. the school environment and of equivalent programs in industry, A research conducted in Brazil has shown that there is a with proper training of the workforce and in general support of the significant gap among the training courses that aim to sensitize use of renewable resources by the public. The developing countries students on energy use. Notable is the lack of information an turn to renewable energy resources, as a reliable option for agri- average consumer in Brazil has, on the sensible use of energy. The cultural electric supply, however, the lack of appropriately trained population is not conscious of the national strategic planning and engineers, technicians, analysts and appropriate policies is restric- only a few programs focus on the issue of energy preservation. tive, stressing, therefore, the need of education and training, in According to the same research, the creation of new educational order to achieve the development of renewable resources and programs within the context of the educational system, should take technologies [92]. into account the knowledge and the application of new methodol- A research conducted in Iran, a country that depends to a large ogies, which should respect the social and cognitive capacity of the extent on fossil fuels despite its abundance on renewable energy target population, while participation of public and private institu- resources, has shown the importance of education and the need of tions should be restricted solely on providing resources and addi- encouragement to develop renewable energy resources, so that tional information to the educational system [52]. the risk of environmental degradation, caused by fossil fuels, is In the northwest part of the United Kingdom, research has been reduced. According to the research, most of the students are carried out, in order to examine secondary school students' ideas uninformed about the notions of renewable and non-renewable concerning the greenhouse effect, global warming and the factors energy resources, they are only aware of solar energy and wind that can reduce it. The research has shown that students have a power, they are unaware of biofuels, while the majority of them great deal of misunderstandings on the issues of global warming are positive about renewable energy resources and think that a and energy use: a large percentage of the students believed that sustainable energy policy is necessary [85]. Education on renew- the reduction of nuclear energy could lead to a decrease of global able energy resources is asked to play a vital role in the develop- warming, while most of the students were not aware of which ment of a sustainable society and social change, having as a main are the greenhouse gas emissions, their sources and their heat- objective the sensitization of citizens, the training of professionals trapping ability [87]. and the education of researchers [93]. In Romania positive practices have been developed, by imple- menting school activities that refer to topics such as, energy resources, Kyoto protocol, renewable energy resources, use and 3. Research methodology energy saving, so as to point out the different uses of energy and its saving. The activities are applied in different types of schools, at The research was conducted in the area of Grevena in the year primary and secondary level, and meet the current needs, by using 2013, one of the four regional units of Western Macedonia, in electronic books, available online [88]. Greece (Map 1). 6 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15

The region of Western Macedonia constitutes the energy core Table 1 of the country, as it supplies approximately the 50% of the total The schools of survey. energy used, a fact that has boosted the region's economy and a/a School Number of Percentage Characteristics of development, however, has notably degraded the local environ- studentsa (%) the school ment. The lignite activity developed mainly in Western Macedo- nia, classifies Greece in the 2nd place among the countries of EU 1 1st Secondary School 302 37.52 School in an and in the 5th globally, in lignite production. According to data of of Grevena urban area 2 2nd Secondary School 336 41.74 School in an 2008 for the Interconnected System [94], the 66.5%, of the of Grevena urban area installed power of the hydroelectric stations are thermal power 3 Secondary School of 44 5.47 School in rural stations, including lignite 4930 MW, 730 MW oil and natural gas Karpero area 4579 MW. The 19.6% are hydropower stations and 13.9% renew- 4 Secondary School of 13 1.61 School in rural able energy resources [95]. The region of Grevena is of particular Paliohori area 5 Secondary School of 110 13.66 School in interest, as it has a powerful dynamic of renewable energy Deskati suburban area resources and especially hydropower energy, implemented by Total 805 100.00 both small hydropower schemes, licensed by the Regulatory Authority for Energy and the hydropower scheme of Hilarion. a Total number of students per educational unit. As far as educational research is concerned, in many cases it is preferable to define the sampling, according to the population of fi classes and schools, rather than to a speci ed nominal list of Table 2 students, with the aim of creating an adequate and representative Topics of the implemented Environmental Education Programs. sample size for the purposes of the research [96,97]. Thus, for the conduction of this survey five secondary level Topics n % schools were selected. In particular, an inventory of students of Forests – reforestation 60 47.24 first class of gymnasium of the prefecture (regional unit) of Rock bridges 4 3.15 Grevena, was conducted. For the choice of the schools, demo- Wastes – recycling 8 6.30 graphic characteristics of the student population were taken into Garden development 9 7.09 account, to represent urban, suburban and rural areas, as well as Mushrooms 3 2.36 Ecological mobility – bicycle 12 9.45 all social classes and professions of the citizens Table 1. Energy and renewables 6 4.72 The sample size consists from students of first class of gymna- Environment and pollution 9 7.09 sium. The particular age group (12–13 years old) was chosen Mammut borsoni 1 0.79 because it was considered as the most appropriate for studying No response 15 11.81 their knowledge and views on energy issues, since at this age, students are developing or have already developed typical cogni- tive reasoning, can deepen in theoretical thought, provide infor- materialized in accordance to the residents' allocation and geo- mation and express clearly and precisely their personal views. morphological conditions at the regional unit of Grevena. Additionally, Gymnasium students have shown a rapid spiritual The proportion of students who reside and study at schools in development, expressing impressive capabilities in abstract the urban, suburban, and rural areas in Grevena is diversified, thought. This Gymnasium school age plays a pronounced role to since it is depended on the total residential population in urban, inspire students about life values and principles and their active suburban, and rural areas within the examined regional unit. participative role in environmental and social issues [98]. The research instrument that was used for the collection of data The survey involved 249 students, 126 boys and 123 girls. A was the questionnaire. The questionnaire, by being an effective tool percentage of 19% of the sample size derives from schools in rural for gathering information, was chosen as the most appropriate for areas, 68% from schools in urban areas and 13% from schools in easy collection of information from a relatively large number of suburban areas. people in a short time, at low cost, while ensuring the anonymity of The 249 students represents about one third of the Gymnasium participants [99,100]. Except for ensuring the anonymity of the students' population and a 14.80% of the total population of students research subjects, the use of a large sample size, constitutes a factor at the secondary education in Grevena. The population sampling was that can increase responsiveness and willingness to participate, while providing reliable data for testing hypotheses [101]. The educational issue of “Energy and Environment” is not an autonomous course but it is positioned in the wider interdisci- plinary frame of environmental education. This frame exposes to all students a wide spectrum of appropriate brainstorming entities and subsequently supports them to develop a unified cognitive attitude and a holistic approach upon the fundamental issues involved at the fields of energy and environment. Among to the topics included in the implemented Environ- mental Education Programs (that correspond to the question Q4a), there were undertaken 6 programs in the topic of energy and renewable sources energy (Table 2) in which the 4.72% of students of survey was responded to. The purpose of the survey is to study the attitudes and energy habits of students of secondary education, in order to create positive environmental behavior in the direction of sustainability. In addi- tion to this, research goals are the investigation of: (a) the attitudes of students towards energy saving and protection of the environ- Map 1. Prefecture of Grevena. ment in general, (b) their habits of using energy, (c) the influence of E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 7 socio-demographic factors on the formation of attitudes and habits, the layout and sequence of the questions, and (d) the effective participation in environmental education the overview of the questionnaire, i.e. font size, position of programs and the role of environmental education. questions and answers and The expected results of the above should be: (a) the strength- the required time to complete them. ening of students' skills, as active citizens, in order to solve problems as well as the reinforcement of their ability to undertake After considering the students' comments in the pilot stage, viable and precise decisions on energy use and saving and (b) the which were mainly associated with specific words and after understanding of the concept of energy in a multilevel basis, the making the necessary improvements, the final form of the ques- modification of attitudes related to the production and consump- tionnaire was completed, with completion time of approximately tion patterns, and finally comprehension of the costs and con- 30 min. sequences of using energy resources, based on the principles of After the codification, the determination of the independent sustainable development, which is the main target of the current and dependent variables followed the statistical analysis. For the socioeconomic circumstances. analysis of the survey data we used Excel 2010 [110] and the The development of a quantitative tool of general application Statistical Package for the Social Sciences (SPSS) 20 for Windows was designed to evaluate the energy literacy students of secondary [96,111–113]. education have, on affective (attitudes, values), behavioral and At first, a descriptive statistical analysis of the student's psychomotor sector, including the verbal commitment, without responses to Part A of the questionnaire was performed, in order being tied to specific teaching objectives. The objective was to to describe the individual and socio-demographic characteristics create a tool that produces reliable data and meet the criteria of of the research subjects, and the results of access to information. A internal consistency, suitable for secondary school pupils, to be descriptive statistical study was performed as well in parts B and C comprehensive and closely linked to critical issues that determine of the questionnaire of the survey variables and students' perfor- the energy performance of students. mance in energy habits and attitudes. Guided by this framework, the potential research data were In parallel, in the present study, there were materialized tests of identified, based on existing questionnaires, books and learner- the following statistical hypotheses, in order to investigate the based teaching materials, adapted and modified as appropriate implementation of the aforementioned setting research goals for [2,37,39,76,89,102–107]. significance level of 5%. In particular, the tests that materialized The majority of the questions were default responses. For the are as follows: evaluation of environmental habits were used the third and fifth scale of Likert scale, in order to define the frequency of students' daily habits. a) X2 test between the students' attitudes, with the following To assess students' views and attitudes towards environment, hypotheses: energy and its use, the fifth Likert scale was used, which is very Ho: There are not significant associations between the vari- popular for measuring attitudes and recording the extent to which ables: a person agrees or disagrees with a particular view. The scale (a) “Concern for the environment” and “Participation for shap- consists of the following five levels: strongly agree, agree, neither ing better living conditions”. (b) “Personal interest in environ- agree nor disagree, disagree, strongly disagree [108]. mental issues” and “Verbal commitment/intention of action”. After defining the research goals, the variables used and after (c) “Participation for shaping better living conditions” and reviewing the bibliography, the questions were raised. The next “Verbal commitment/intention of action”. step, involved the definition of variables that were used in the H1: There are significant associations between the variables: research, the examination of the individual elements and the (a) “Concern for the environment” and “Participation for shap- formulation of questions the questionnaire consists of. The final ing better living conditions”. (b) “Concern for the environment” form of the questionnaire is composed of three parts (A–C) divided and “Verbal commitment/intention of action”. (c) “Participation into subcategories, and in overall includes 39 questions. for shaping better living conditions” and “Verbal commitment/ To ensure reliability of the investigated factors Cronbach's intention of action”. alpha coefficient (internal consistency coefficient) was used, which b) X2 est between the environmental-energy habits/energy beha- showed consistency of variables. The coefficient has a value of vior and the students' attitudes, with the following hypotheses:

0.739 for the questions of Part B and 0.631 for the questions of Part Ho: There are not significant associations between the variables: C of the questionnaire. (a) “Environmental-energy habits/energy behavior” and “Con- Validity characterizes the extent to which a measurement proce- cern for the environment”.(b)“Environmental-energy habits/ dure is capable of measuring what it is supposed to measure. In energy behavior” and Participation for shaping better living practice, the estimation of face validity and content validity is usually conditions”.(c)“Environmental-energy habits/energy behavior” used. The assessment of these types of validity is determined by a and “Verbal commitment/intention of action”. team of researchers, appropriately trained to decide the validity of the H1:Therearesignificant associations between the variables: variables and their measurement scales [109]. To ensure the validity (a) “Environmental-energy habits/energy behavior” and “Con- of the questionnaire, the content of the questions was based on cern for the environment”.(b)“Environmental-energy habits/ international bibliography, on authors' experience, on discussions energy behavior” and “Participation for shaping better living with secondary school teachers with experience in environmental conditions”.(c)“Environmental-energy habits/energy behavior” education programs and on discussions with higher education and “Verbal commitment/intention of action”. professors who have relevant research interests. c) X2 test between the socio-demographic characteristics in the A pilot testing of the questionnaire was applied, to define the development of: (1) Energy habits and (2) students' attitudes, possibility of its completion within a required time and its legibility, in with the following hypotheses: order to make any necessary corrections. For these reasons, the Ho: There are not significant associations between the vari- questionnaire was given to 30 seventh grade students, whose views ables: were taken into account, in order to test, correct and adjust: (a) “Environmental-energy habits” and “Residential area”. (b) “Environmental-energy habits” and “Parental educational the formulation and understanding of the questions, level”. (c) “Environmental-energy habits” and “Gender”. (d) any unknown words, clarity of instructions, “Environmental-energy habits” and “Students' performance”. 8 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15

(e) “Environmental-energy habits” and “Participation in pro- (Q39.1, Q39.2, Q39.4–Q39.7, Q39.10–Q39.12), that referred to a grams of environmental education”. positive attitude were scored from 1 to 5, the scores were reversed

H1: There are significant associations between the variables: for the purposes of analysis. (a) “Environmental-energy habits” and “Residential area”. The scores of the individual questions, were summed for each (b) “Environmental-energy habits” and “Parental educational level”. individual scale and total and showed the performance of each (c) “Environmental-energy habits” and “Gender”.(d)“Environ student, following the scoring technique that was used in the mental-energy habits” and “Students' performance”.(e)“Environ- “energy habits” section: performance in 70% of all responses is mental-energy habits” and “Participation in programs of environ- considered successful and marked as positive (divided into three mental education”. levels low, medium, high), while performance below 70% is

Ho:Therearenotsignificant associations between the variables: considered unsuccessful and negative [115]. (a) “Students' attitudes” and “Residential area”.(b)“Students' attitudes” and “Parental educational level”.(c)“Students' attitudes” and “Gender”.(d)“Students' attitudes” and “Students' perfor- 4. Results mance”.(e)“Students' attitudes” and “Participation in programs of environmental education”. 4.1. Descriptive statistics

H1:Therearesignificant associations between the variables: (a) “Students' attitudes” and “Residential area”.(b)“Students' The presentation of the results follows the course of the attitudes” and “Parental educational level”.(c)“Students' attitudes” questionnaire, starting with a complete picture of the individual and “Gender”.(d)“Students' attitudes” and “Students' perfor- and socio-demographic characteristics of students. mance”.(e)“Students' attitudes” and “Participation in programs of environmental education”. 4.1.1. Socio-demographic characteristics The sample size consists of 249 students, of all high schools Also, a factor analysis (particular Principal Component Analysis) (gymnasium) of the regional unit (prefecture) of Grevena, who was made, a multivariate statistical method that aims to identify the during the year 2012–2013 were enrolled in the first class of existence of common factors among a group of variables. gymnasium. In terms of gender, 126 of the students are male and Factor analysis is an analysis technique used in the study of 123 female. human behavior, given the complexity of the structure, organiza- In terms of the place of residence, 170 of the students live in the tion and functioning of human society. The factor analysis replaces city of Grevena, 32 in Deskati and 47 of them live in local the number of interdependent variables with a group of factors communities of the regional unit of Grevena. We observe that which statistically behave in the same way with the statistically the vast majority of students (68.27%) live in Grevena, a small significant variables they contain. The characteristic of a factor percentage (12.85%) in Deskati and 18.88% of them live in local analysis is that it tries to explain the structure rather than the communities of the regional unit of Grevena, basically in rural and variance (percentage of variance) [114]. semi-mountainous areas. In this particular paper the factor analysis was performed to With regard to the characteristics of the students' parents extract components of the “attitudes” and “environmental habits” (education and profession), we observe that the vast majority of variables, in order to reduce the dimensions of the problem and to the parents (94.38% the father and 95.18% the mother) have create new variables. completed compulsory education. The largest percentage of them The procedure of the variables' and data transformation, was (40.16% the father and 40.56% the mother) has completed second- implemented as follows: ary education, while a significantly lower percentage of them (7.63% the father and 4.82% the mother) are graduates of technical 3.1. Environmental-energy habits schools. Many parents (33.74% the father and 34.14% the mother) are graduates of higher education, while a small percentage of For the environmental-energy habits, in order to deduce the them (4.82% the father and 6.83% the mother) have completed total score in each question and draw comparable results, recoding postgraduate or doctoral studies. of variables was required (in questions Q16 and Q22), where With regard to the employment status of the working fathers 1 represents a negative habit, 2 is neutral and 3 is positive one. (90.36% of the total), 36.14% are self-employed, 25.70% are civil The recoding of variables was achieved with the RECODE com- servants, a smaller percentage of 12.85% have a dependent mand of SPSS. To measure students' performance in regard with employment (workers, employees), 14.06% of them are farmers energy habits, “scoring technique” was used, a technique used by and 1.61% are retired. Significantly lower is the percentage of the several researchers to study performance of school students, working mothers (62.65%), since 11.24% of them are homemakers university students and adults, concerning their knowledge and and a significant percentage of 24.10% are unemployed. A percen- their views environmental issues. According to these research tage of 28.92% of the working mothers are civil servants, 21.69% studies, performance in 70% of all responses is considered success- are self-employed, 9.24% have a dependent employment and a ful and marked as positive (divided into three levels low, medium, small percentage of them are 3.21% farmers. high), while performance below 70% is considered unsuccessful The participation of students in programs of environmental and negative [115]. education and the issue of programs implemented constitute an interesting variable of the questionnaire, from which important 3.2. Attitudes information can be extracted. Of the total number of students, 127 (51%) participated or participate in environmental education pro- Similarly, in order to extract the total score of each question grams and 122 (49%) students do not. The topic “forest-reforestation” regarding the attitudes of students towards energy issues it was presented by the largest percentage of programs, since students and necessary to change the coding of the variables, with the RECODE teachers seem to prefer it as an environmental education program. command of SPSS, in order to draw comparable results. The The interest of the students for future participation in environmental questions Q39.3, Q39.8, Q39.9 were scored from 1 to 5, with education programs does not seem particularly keen, since of the 5 representing absolute disagreement with the expressed positive total 122 students who participate or have participated in environ- attitude and 1 absolute agreement. For each of the questions mental education programs, the largest percentage of 59.02%, which E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 9 corresponds to 72 students, wishes for future participation in a bicycle or do not use it. 27.31% of the students do not use or use programs and a significant percentage of 40.98% (50 students), does very little (26.10%) the car and 65.46% of the students move on foot. A not want any future participation in such programs. percentage of 65.06% of the students do not use the public transport. With regard to students' grade point average (G.P.A) at the first school semester we observe that 14 (6%) of them have a G.P.A of 9– 13, 95(38%) of them have a G.P.A of 13–17 and 140 (56%) of them 4.1.3. Students' attitudes have a G.P.A. of 17–20. Based on the answers to questions concerning attitudes, the majority of students (72.69%), recognize that the harmonious 4.1.2. Students' environmental and energy habits coexistence of humans with the natural environment is a pre- This section introduces the basic environmental energy habits and requisite for our survival and that our primary concern should be behaviors of the students which are represented in Tables 4 and 5. to encourage the efforts to save energy (72.28%), since energy In Table 3 we observe that 53.01% of the students always or saving is essential for the protection of the environment and sometimes lit the lights when entering their house, while 46.99% human health (77.51%) (Table 5). of them never do. A percentage of 66.67% of the students turn off The majority of students agreed that the balance of nature is the lights when they are the last to come out of a room, while only very delicate and easily disturbed (61.84%), however, notable is the 21.69% of them turn off the lights when they come out last from relatively high percentage of students (25.31%) who disagree with their school class. A percentage of 44.98% of the students always this position, considering that it is difficult to disturb the balance of switch off the TV or the computer from the main power button nature (Table 6). and 52.20% of the students switch off the TV or the computer A percentage of 61.45% of the students recognize the need for when they are occupied with something else. A relatively higher gradual replacement of conventional forms of energy with renew- percentage of students always close the tap when washing their able ones, while 20.48% of them have a neutral attitude towards hands or their teeth (57.30%) and never open windows or doors the need of rejecting conventional forms of energy (Table 6). when the air conditioner or the heating system is on. In regard with students' responses to questions Q39.7, Q39.8 According to Table 5, we observe that only a small percentage of and Q39.9, concerning the “belief in the possibility of intervention students (39.76%) use the bicycle much or too much, while a and improvement of their living conditions”, we observe that significant percentage of 23.29% of the students either do not have 69.08% of the students consider themselves responsible for energy saving and 75.10% of them disagree, with the view that energy

Table 3 saving is only a matter of concern to the government 22.09% of the Summary of the questionnaire. students claim that they generally cannot bring change and 11.65% of them show a neutral attitude (Table 7). Parts of Questions Individual sections of questionnaire In regard with the intention to act in relation to energy saving questionnaire and in general environmental protection (Q39.10–Q39.12), 66.67% Part Α General Social identity questions of the students would apply practices to save energy, 63.05% of questions Access to information – Sources of them would try to find someone among their peers with the same information interest, and 53.01% of them would participate in a protest for the Part B Knowledge Environmental-energy habits/energy environment (Table 8). section behavior

Part C Attitudes Concern for the environment, the usage and energy saving 4.2. Hypotheses testing Participation for shaping better living conditions Verbal commitment/intention of action The results of the aforementioned hypotheses testing are systematically presented at Table 9.

Table 4 Environmental-energy students' habits.

Questions Always Sometimes Never

n % n % n %

Q16 Do you turn all the lights when entering your house? 37 14.86 95 38.15 117 46.99

Q17 Do you turn off the light when you last leave a room of your house? 166 66.67 55 22.09 28 11.24

Q18 Do you turn off the light when you are the last leave your school class? 54 21.69 77 30.92 118 47.39

Q19 Do you switch the TV or PC off when you are occupied with something else? 130 52.20 72 28.92 47 18.88

Q20 Do you turn off the stand-by button of your PC or TV set? 63 25.30 74 29.72 112 44.98

Q21 Do you turn off the tap when you soap your hands or brush your teeth? 143 57.43 68 27.31 38 15.26

Q22 Do you open the windows or the doors when the air condition or the heading system is on? 25 10.04 62 24.90 162 65.06

Q23 Do you open the curtains to let in sun during winter in order to warm the living space? 81 32.53 117 46.99 51 20.48 10 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15

4.3. Factor analysis greater than 1. Table 10 shows the structure and the factor loadings produced by the method of Varimax rotation. A factor analysis for the questions in the attitudes' section (12 According to both Fig. 1 and the component' eigenvalue (vertical variables) was implemented. A data table was designated in order axis), the components of eigenvalue value more than 1, are deter- to define the correlation of the variables that determine the mined. In parallel, it is concluded that at advancing to the components attitudes, to group them in components and interpret them numbering more than 3, the graph drawing trend has progressively according to the importance of variables. reached a plateau, thus these higher components were excluded from Before the application of the factor analysis, the necessary assump- the analysis and 3 components were extracted. (Table 10). tions were tested. It was found that the basic assumptions for its The variables Q39.1, Q39.2 and Q39.7 compose the first compo- implementation are needed, while the value of Kaiser–Meyer–Olkin nent, the variables Q39.4, Q39.5, Q39.6, Q39.10, Q39.11 and Q39.12 (ΚΜΟ¼0.787, sig¼0.000)KMOindexisatasignificance level of 0.01 the second and variables Q39.3, Q39.8 and Q39.9 belong to the third indicates the existence of significant correlations among the variables component. The first component seems to be the “concern for the ensuring thus the assumptions for applying of factor analysis. protection of the environment”, the second is the need to “take With the method of Principal Component Analysis (PCA) three action” in order to protect the environment and ensure energy components were extracted (Fig. 1) with eigenvalue equal to or saving and proper use of it, and the third is “negative attitudes towards energy use”. In Fig. 2 it is depicted a questions' grouping regarding the Table 5 students' attitudes'. Therefore, according to Fig. 2 there exist three Environmental-energy students' habits. groups of questions with the following composition:

Q24: use for short distances (e.g school, gymnasium) Component 1 (variables: Q39.1, Q39.2, and Q39.7). Extremely Very much Somewhat A little bit Not at all Component 2 (variables: Q39.4–Q39.6, and Q39.10–Q39.12). Component 3 (variables: Q39.3, Q39.8, and Q39.9). n % n % n % n % n %

Q24a Bicycle 64 25.70 35 14.06 51 20.48 41 16.47 58 23.29 In parallel, the questions are grouped in such a way that: questions

Q24b of the Component 1 are interrelated with the concern for the Car 23 9.24 36 14.46 57 22.89 65 26.10 68 27.31 environmental protection; questions of the Component 2 are inter-

Q24c related with the necessity to initiatives' undertaken towards the Public transport 20 8.03 18 7.23 16 6.43 33 13.25 162 65.06 environmental protection, the sustainable energy use and energy saving; questions of the Component 3 are interrelated with the Q24d Go on foot 163 65.46 35 14.06 24 9.64 15 6.02 12 4.82 declaration of negative attitude towards energy use. Subsequently, the conduct of the factor analysis towards the students' attitudes –

Table 6 Attitudes questions (Q39.1–Q39.4).

Strongly disagree Disagree Neither agree or disagree Agree Strongly agree

N % N % N % N % N %

Q39.1 The harmonious coexistence of humans with the natural 37 14.86 9 3.61 22 8.84 97 38.96 84 33.73 environment is a prerequisite for our survival

Q39.2 The balance of nature is very delicate and can be easily 26 10.44 37 14.87 32 12.85 102 40.96 52 20.88 disturbed

Q39.3 There are enough energy reserves and is no cause for 95 38.15 68 27.31 48 19.28 27 10.84 11 4.42 concern about their depletion in future

Q39.4 Our primary concern should be to encourage the efforts 16 6.43 16 6.43 37 14.86 87 34.93 93 37.35 to save energy

Table 7 Attitudes questions (Q39.5–Q39.9).

Strongly Disagree Neither agree or Agree Strongly disagree disagree agree

n % n % n % n % n %

Q39.5 I have to save energy since energy saving is essential for the 30 12.05 12 4.82 14 5.62 67 26.91 126 50.60 protection of the environment and human health

Q39.6 There is need for gradual replacement of conventional forms 20 8.03 25 10.04 51 20.48 84 33.74 69 27.71 of energy e.g. oil and there is need for use of renewable energy resources

Q39.7 I think that I have a role in the saving of energy in my home and at my school 19 7.63 27 10.84 31 12.45 101 40.57 71 28.51

Q39.8 The energy saving is a matter of concern only of government 123 49.40 64 25.70 23 9.24 24 9.64 15 6.02

Q39.9 Whatever I do is without result. I generally cannot bring change 104 41.76 61 24.50 29 11.65 37 14.86 18 7.23 because other people take the decisions E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 11

Table 8 Attitudes questions (Q39.5–Q39.9).

Strongly disagree Disagree Neither agree or disagree Agree Strongly agree

n % n % n % n % n %

Q39.10 I will apply practices to save energy even 26 10.44 23 9.24 34 13.65 96 38.56 70 28.11 if I go it alone

Q39.11 I will try to find other classmates with the 19 7.63 25 10.04 48 19.28 83 33.33 74 29.72 same interest in the saving of energy

Q39.12 I would participate in a protest for the environment 50 20.08 29 11.65 38 15.26 80 32.13 52 20.88 against illegal activities

Table 9 Hypotheses testing.

Total attitudes Environmental-energy Personal interest in Participationf or shaping Verbal commitment/ habits/energy behavior environmental issues better living conditions intention of action

Residential area X2(2)¼0.980 X2(4)¼32.669 po0.001 X2(2)¼0.813 p¼0.666 X2(2)¼2.796 p¼0.247 Χ2(2)¼2.075 p¼0.354 p¼0.613 (n.s) (n.s) (n.s) (n.s) Parental Educational level X2(2)¼0.199 X2(4)¼3.025 p¼0.554 X2(2)¼1.737 p¼0.420 X2(2)¼0.026 p¼0.987 X2(2)¼1.459 p¼0.482 (father) p¼0.905 (n.s) (n.s) (n.s) (n.s) (n.s) Parental Educational level X2(3)¼3.590 X2(4)¼1.475 p¼0.831 X2(2)¼8.118 p¼0.017 X2(2)¼3.074 p¼0.215 X2(2)¼3.462 p¼0.177 (mother) p¼0.309 (n.s) (n.s) (nosy) (n.s) Gender X2(1)11.598 X2(2)¼9.755 p¼0.008 X2(1)¼1.908 p¼0.167 X2(1)¼0.329 p¼0.566 X2(2)¼0.005 p¼0.941 p¼0.001 (n.s) (n.s) (n.s) Students' performance X2(2)¼16.686 X2(4)¼4.652 p¼0.325 X2(2)¼23.136 p¼0.001 X2(2)¼13.604 p¼0.001 X2(2)¼6.287 p¼0.043 po0.001 (n.s) Participation in Programs of X2(2)¼0.253 X2(4)¼10.903 p¼0.028 X2(1)¼1.374 p¼0.241 X2(1)¼0.390 p¼0.238 X2(1)¼0.645 p¼0.419 Environmental Education p¼0.283 (n.s) (n.s) (n.s) (n.s) Concern for the protection of X2(2)¼9.897 p¼0.007 X2(1)¼41.650 po0.001 X2(1)¼28.704 po0.001 environment Participation for shaping better X2(2)¼16.204 po0.001 X2(1)¼41.650 p¼0.000 X2(1)¼13.970 po0.001 living conditions Verbal commitment/intention X2(2)¼12.032 p¼0.002 X2(1)¼28.704 po0.001 X2(1)¼13.970 po0.001 of action n n.s: non significant associations.

Fig. 1. Scree plot. 12 E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15

Table 10 discussed problem. However, there is a number of students who Components matrixa. appear a neutral attitude, declaring that they neither agree nor disagree with the rejection of conventional forms of energy, and Components that there is no need to concern about the future. 123According to students' views with regard to “Belief in the possibility of intervention and improvement of their life conditions”, Q39.1 0.805 0.032 0.198 we conclude that a large percentage of students believe that they Q39.2 0.608 0.385 0.137 themselves are responsible for the consequences of their actions and Q39.3 0.190 0.090 0.712 Q25.4 0.365 0.561 0.192 that they have the ability to contribute to energy saving, whereas few Q39.5 0.045 0.690 0.087 of the students claim that they cannot bring change, attributing this Q39.6 0.376 0.464 0.056 kind of responsibility to the “powerful” others. Q39.7 0.714 0.085 0.012 Consequently, it is significant to reinforce people's belief in Q39.8 0.168 0.061 0.714 Q39.9 0.146 0.133 0.782 their ability to determine, along with other factors, their life Q39.10 0.419 0.472 0.065 conditions by participating actively and critically in collective Q39.11 0.322 0.574 0.112 actions, in order to resolve issues concerning sustainability, a view Q39.12 0.004 0.599 0.063 that is also stated in other research studies such as those of Tilibury [116] and Huckle [117]. Extraction method: principal component analysis. Rotation method: varimax με Kaiser normalization. With regard to the “intention to act” in relation to energy a 3 components extracted. saving and in general protection of the environment, most of the students demonstrate an intention to act, however, their intention is not characterized as strong, since there is a relatively high percentage of neutral attitudes, as well as a high percentage of negative attitudes or disagreeing attitudes with the positive ones. However, between the environmental concern and commit- ment or non-environmental action, there may be barriers that prevent an environmentally sensitized person from undertaking action. Researchers in an attempt to define the barriers which affect decisively a person's behavior and action, refer to indivi- duality (personality of the individual), responsibility (people believe that their actions cannot affect any change, or that they do not bear responsibility for it), and practicality (social and institutional factors limit the action of the individual), regardless of the person's actions or intentions [118]. Research studies in several countries show similar findings [119], although the findings of the current research should be compared to those of other research studies carefully, bearing in mind that the different researchers have used a different sample size in different circumstances and different research tools. Fig. 2. Component plot in rotated space. With regard to the assessment of energy habits and the sensible use of energy, it is shown that a significant percentage of students do not at all or sometimes adopt sensible energy habits. Noteworthy is the fact that they adopt a different pattern of according to the questionnaire responses – revealed the appropriate behavior and responsibility at home and at school, showing an matching among questions, measured items, and scales observed. indifferent or irresponsible attitude towards the school environ- The first component interprets 18.0,61% of the variance, the ment. The use of bicycle as a means of transportation is a positive second 17,541% and the third 14,634% after Varimax rotation. habit, mainly attributed to the age group of 12–13 years old, yet Overall, the three components interpret the percentage of this choice constitutes more a personal pleasure act rather than a 50.327% of the variance. conscious environmental choice, because children hardly realize multidimensional environmental concepts (e.g. climate change), so as to adopt similar habits. 5. Discussion It is commonly admitted that behavior should be modified to ensure a sustainable energy future. As revealed by the statistical analysis, the questionnaire con- In the field of energy consumption, resolution and commu- stitutes a valid and reliable tool. Therefore, except for its use in the nication is required between institutions, technicians, experts and current research, it can be used as such or with some modifica- other involved agents that make decisions, following the existing tions or be the basis for the collection, recording and evaluation of natural, social, cultural and institutional models that shape and knowledge, attitudes and perceptions of students or other groups, limit people's choices. Furthermore, an integrated approach of the in other geographical areas. complex socioeconomic and technical system is also needed [120]. As far as the main purpose of this paper is concerned and Regarding the first research goal, it is proved that there is according to the evaluation of the results of the descriptive correlation between the individual attitudes, energy habits and statistical analysis, we observe the following: school performance to environmental concerns, participation in With regard to the “attitudes of students”, notable is their shaping the living conditions and the verbal commitment to concern about the environment, energy use and saving, while a undertake action. Research has shown that the undertaking of relatively high percentage of students recognize the need for a action is associated with critical thinking, personal and collective gradual rejection of conventional forms of energy. The above results commitment of individuals to become agents of change in the demonstrate the strong personal position students have over the context of sustainable development [117,121]. E. Ntona et al. / Renewable and Sustainable Energy Reviews 46 (2015) 1–15 13

Regarding the second research goal, evident is the correlation institutional framework of lifelong learning or through the respec- between environmental habits and attitudes of students. In addi- tive programs of Environmental Education Centers, a practice that tion, correlation exists between gender, as well as participation in can lead to a more complete and integrated intervention in the environmental education programs, and energy habits. favor of sustainable development. Regarding the third research goal, in the examination of how socio-demographic factors affect behavior, apparent is the relation between the geographical location of the school and the place of 6.3. Strategies for sustainable energy management residence to patterns of energy use, underlining thus, the impor- fi tance of students' acquaintance to the environment they live in. Policy strategies related to energy saving and ef ciency, which Examination, understanding and interpretation of the relation until recently apply to buildings, vehicles and industrial enterprises, socio-demographic variables have to both attitudes and behaviors should be extended to change the behavior and the attitudes of fi of the individual as well as the impact of these relations on the consumers, by providing nancial incentives, feedback on energy environment, are the basis and a prerequisite for the promotion of use, by sensitizing them and ultimately motivate the community's environmental protection and sustainable behavior [122]. participation. The concept of sustainable energy and energy efficiency can be applied to develop a framework of multi-criteria analysis to ensure 6. Conclusions–suggestions adequate energy policy, in accordance with the social, political and economic characteristics of each region. Energy is of essential importance for the economic and social At international level, a framework for assessing the approaches development as well as the improvement of the quality of life in all of energy systems is required, having as an expectation, higher countries. Because environmental problems are associated with energy saving and hence economic benefits. energy-related factors, energy and environment are closely linked International cooperation between the EU and Asia in the field of concepts. Education plays an important role in understanding the education, training and research on environmental sustainability is relationship of these concepts. demonstrated according to survey data, in an effort to develop a Studies of the recent decades, estimate that education on the use network of academic and practical knowledge between European and saving of energy is a new scientific field, in both developed and and Chinese universities, in the field of sustainable designing of developing countries. Especially in the developing countries, similar structured environment [125]. studies should be conducted, in order to undertake decisions and A new approach to energy systems for both developed and educational policies on energy and environmental matters [123]. developing countries is required and the shaping of thoughts and Internationally, the need of enforcement and support of environ- policies for progress is essential, in order to achieve the millennium mental education programs is recognized [124]. The acquisition of development goals. All countries should have access to clean water, education can play a key role in instilling positive ideas towards the to affordable and reliable energy services that will not exacerbate best practices of energy use and in reducing the wasting of energy. the effects of climate change, and develop a global energy and Based on the survey results the following recommendations environmental policy [126]. can be made:

6.1. Methodology References

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