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Engineering for Sustainable Energy Education within Suburban, Urban and Developing Secondary Schools

Author

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  • Moijue Kaikai

    (Moijue Kaikai, PhD candidate at the Mechanical and Industrial Engineering Department, University of Massachusetts, Amherst. E-mail: mkaikai@umass.edu)

  • Erin Baker

    (Erin Baker, Professor and Director of Wind Energy IGERT (Integrative Graduate Education and Research Traineeship) at the University of Massachusetts, Amherst. E-mail: edbaker@ecs.umass.edu)

Abstract

It is crucial that the younger generation be included in the conversation of sustainable development, given the urgent need of a global transition to cleaner energy solutions. Sustainable energy engineering (SEE) taught as early as secondary school can not only increase the number of students that will potentially study engineering to solve global energy issues, but also will spread a social awareness across the students themselves, their families and their communities. This literary review gathers articles that study different methods in teaching SEE across different secondary schooling demographics in an effort to compose a future curriculum that can be used to implement SEE in a range of high-school settings. Some key results found were that most research gaps in SEE were identified in urban schools, whereas college programmes hold many resources that would be beneficial to promoting SEE but are not implemented on a high-school level.

Suggested Citation

  • Moijue Kaikai & Erin Baker, 2016. "Engineering for Sustainable Energy Education within Suburban, Urban and Developing Secondary Schools," Journal of Education for Sustainable Development, , vol. 10(1), pages 88-100, March.
    • Handle: RePEc:sae:jousus:v:10:y:2016:i:1:p:88-100
    DOI: 10.1177/0973408215625536
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    References listed on IDEAS

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    1. Garg, H.P. & Kandpal, T.C., 1996. "Renewable energy education: Challenges and problems in developing countries," Renewable Energy, Elsevier, vol. 9(1), pages 1188-1193.
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