ABSTRACT
Higher Education curriculum presents the potential to insert students into a sustainable energy vision in practical terms. The central concern is to understand the structure of the energy curriculum in the Arctic HE according to the most influencing factors and dissimilarities identified in the curricula of the case study institutions by analyzing contents, approaches, and pedagogies associated to the capabilities expected to be developed in students. The curriculum structure of the courses in the four case studies were very diverse depending on the geographical and cultural context; however, three most influencing factors were identified in the curricula of the four institutions: the curricula involve research at different levels; the curricula are interdisciplinary; and ‘resources management’ was as a common content component identified in the four curricula structures analyzed.
