ABSTRACT

Only few studies worldwide cover energy literacy, and there is no accurate model to assess energy literacy levels in higher education (HE) courses in the Arctic or non-Arctic nations. There are important conceptualizations of energy literacy comprising cognitive (knowledge), affective (attitudes and values), and behavioural skills, but the pre-existent theoretical framework seems insufficient to assess or measure levels of energy literacy in courses and curricula. The current pedagogical systems of teaching sustainable development (SD) and energy do not present clear criteria to assess levels of adherence of curricula to ESD. Energy literacy and ESD are extremely important components to empower learners to be co-creators and co-managers of knowledge and to participate in real-world solutions contributing to the welfare of communities realizing the core objective of an effective and informed global citizenry through geo-capabilities. This chapter presents the Arctic Pedagogical Model of Energy Literacy and the ESD Adherence Parameters (and the Arctic Citizenship Model), two innovative tools of measurement originated from the data collected in the study.