ABSTRACT
A sustainable energy system can be shaped when citizens are equipped to operate on it. This reflects the importance of the curriculum, as it defines the knowledge and experiences that learners will receive. The curriculum design and review processes are seen as a dynamic instance to adapt and update components to engage and equip individuals to become energy literate. In indigenous HE, curriculum design and review seem to be a reflective process of co-creation and curriculum adaptation regarding new contents, approaches, and pedagogies due to the dynamic nature of TK and leaners’ feedback. On the other hand, in some institutions there is no rigorous curriculum review or institutional process, but the sole lecturer’s discretionary say. This chapter reveals important differences how curricula are designed and reviewed in different cultural environments. The curriculum design and review are interconnected processes influenced by the local economic and cultural mindsets varying from a more participative experience of co-creation to a more pro-forma and personal exercise.
