Energy saving: Views and attitudes of students in secondary education

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

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Renewable and Sustainable Energy Reviews journal homepage: www.elsevier.com/locate/rser

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 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 b

art ic l e i nf o

a b s t r a c t

Article history: Received 14 August 2014 Received in revised form 26 December 2014 Accepted 8 February 2015

Energy and its usage constitute one of the most important environmental issues nowadays that substantially affect economic and social development and the improvement of the quality of life in all countries. The risk of climate change and environmental degradation is real with the global development process and human intervention being the key components in dictating the nature of environmental problems. Education on energy 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 investigate the complex of student's views and attitudes about energy and its usage related to the environment. A questionnaire has been used as a research tool most appropriate to these research's goals. The results expose the need for a radical change in patterns of human behavior towards an environmentally sustainable orientation and the dominant role that environmental education possesses in realizing this direction. & 2015 Published by Elsevier Ltd.

Keywords: Energy Saving Students Views Attitudes

Contents 1. 2. 3.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Literature review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 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. E-mail addresses: [email protected] (E. Ntona), [email protected] (G. Arabatzis), [email protected] (G.L. Kyriakopoulos). http://dx.doi.org/10.1016/j.rser.2015.02.033 1364-0321/& 2015 Published by Elsevier Ltd.

Energy is of essential importance for the economic and social development and the improvement of the quality of life in all countries. Nowadays, the largest percentage of utilized energy derives from

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conventional or non-renewable energy resources such as coal, oil, natural gas, while the energy-related emissions correspond approximately to the 80% of the total energy of greenhouse gas emissions of the EU [1]. Energy is possibly the most important and dominant issue in today's world. Problems regarding resources and energy depletion have environmental consequences and they affect the global and local political and economic stability, our choices as consumers, the health and welfare of humanity and the natural world [2]. Energy and its use is a global environmental issue, related not only to global warming, caused by CO2 emissions, but also to other environmental problems such as air pollution, ozone depletion, excessive utilization of forests and forest destruction, and emission of radioactive substances. These issues must be taken into account if humanity is to achieve a sustainable energy future with minimal environmental impacts. Research evidence show that if humans continue degrading the environment the future will be negatively affected. The increase of global population and economic development will have as a result the global demand for energy services and natural resources. In this direction, one solution to the impending energy shortage is to make use of renewable energy sources [3,4]. Therefore, the interest of scientists, state, citizens and stakeholders has focused on adopting applications and technologies that incorporate “nature friendly” forms of energy. In this context, and taking into account the limited potential of fossil fuel technologies, the incorporation of “environmentally friendly” energy, the efficient use of renewable energy sources, which are not only nature friendly but also abundant, is essential [5]. The renewable energy sources are also proven extremely attractive in the educational systems within the European [6,7] and international contexts [8]. These projects strengthen the social-based team-working and management skills, while enabling the involvement of a wide spectrum of scientific fields: from agricultural and renewable sources to chemistry, biotechnology, engineering, and economy. Subsequently, these in-depth and synergetic inter-principal approaches enhance the knowledge upon novel processes, design, and modeling. In parallel, the effectiveness of such bio-based redirections upon the existing educational curriculum should enhance the diffusion of new knowledge towards industries that are involved in a bio-based economy and should maximize the energy delivery, produced from biomass streams and conversion technologies [7]. These energy-based projects are also fostering the active participation in projects with local companies, universities, and research institutes. Indicative energy-oriented educational projects are the international (Interreg) cooperation project “Energy Conversion Parks” (ECP) [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 (ABET) – a project upon technical education, that addresses the impact of engineering solutions in a global, societal–economic– environmental context [10]; a project for technical energy audits of government buildings [11]; a project appraisal method based on payback time, net present value, internal rate of return or cost of conserved energy (CCE) [12]; and the “Reduction in Energy Demand and Utility Consumption Evaluation” (REDUCE) project [13]. The latter three projects are based on the construction management and should motivate the students to acquire new cognitive paths upon energy efficiency improvements and building renovation – through developing energy efficient perspective [11–13]. According to the aforementioned literature overview, the development of strategies that will reinforce the renewable energy sources and technologies is of main interest for many countries, driven by the need to reduce greenhouse gas emission, to enrich and improve the energy supply diversity and security, as well as develop employment and economy [14]. Two main strategies are adopted in many countries all over the world: the first is concerned with the

management of energy demand, promoting energy savings through the implementation of effective measures and the second is related to the development of renewable energy technologies [15]. Based on the Green Paper, the ways to improve energy efficiency, which constitutes a global priority, consists of better use of energy, by improving energy efficiency technologies, while energy saving is defined as an effort to sensitize consumers and their behavior [16]. The European strategy aims to the reduction of energy dependence, based on two main targets: (1) the use of alternate energy resources and (2) the application of the appropriate policies, in order to save and control the consumption of energy. Renewable energy resources constitute a key for implementing this goal, by contributing to the sustainable development. Renewable energy resources can boost the economy and have direct enterprising benefits as well as reinforce science and technology [17]. Furthermore, at a European level, measures should be undertaken by Western Balkan countries which, even though hold a high energy dynamic, give little priority to the increase of energy efficiency and the production of renewable energy resources, while energy is a foundation for economic growth and social advancement of these countries [18]. As numerous studies suggest, specialization of the workforce is essential, in order to achieve a proper and practice of the renewable energy resources. According to studies conducted in China and other developed countries, education constitutes an efficient way to promote the development of renewable energy resources and the viability of the workforce, and the aid of academic foundations and educational constitutions proves to be crucial, in order to attain this target [19]. It is apparent that regardless of the geographical distribution of each research team, such a technical education reform should affiliate the secondary education students to issues, including: results' interpretation in an integrated problem-solving manner; empowerment, ownership, and goods' sharing; life-cycle costs; reusing; recycling; wholelife costing and greenhouse gas emissions' monitoring and tracking [20]; time and energy savings [21]. Subsequently, the aforementioned socio-economic variables and technological advancements should enhance the students' acceptability to energy-sustainable schemes and should reinforce the social cohesion in a currently liquefied economic environment. It is utmost importance that the education should play a pivotal role in achieving energy saving and reduction of greenhouse gas emissions, aiming to a sustainable development. In this context, the development of educational activities, which will focus on students' awareness, attitudes and behavior, is an effective way to raise students' consciousness as far as energy is concerned [22].

2. Literature review Education on energy issues should be the means for helping students cope with present and future energy needs, which have social, economic and environmental dimensions. In order to handle such needs, the students should acquire knowledge based on biology, physics, chemistry, mathematics, and social sciences [23]. Education also plays a crucial role in development of renewable energy resources. An increased interest to the implementation of greener energy-oriented curricula for the technical education – based on the renewable sources' advancement – has been addressed within the last decade of analysis. Particularly, solar and wind energybased production was the research subject worldwide, in Africa [24] and the USA [25–27]. The importance of energy-based projects is also signified in response to the universal issues of global warming, climate change, energy shortage and conservation. and car bon reduction. Therefore, the triplicate pattern of energy conservation–technical education–environmental protection/sustainability is utmost importance factor to the development and implementation of

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a contemporary energy-based education [26,28]. Furthermore, the diffusion of energy-based projects in the educational system has been proven beneficial to knowledge diffusion into innovative technologies, including technological changes' spur upon heat transfer, energy conversion, and thermodynamics [26]. Such an indicative energy-based project uses the three ecological energy sources of sunlight, hydrogen – being produced from water extraction and supported by sunlight and electrolysis, and biofuel – being squeezed from plant seed. The aforementioned project enables students to be affiliated with the flexible functionality of various ecological energy sources and to apply varying cognitive skills, accordingly [29]. In parallel, environmental sensitization of the younger generation is necessary, not only for the sustainable development but also for the development of innovative approaches towards a solution of environmental problems. The development and the application of a well-designed educational training course on energy is fundamental that will include environmental issues, within the context of a typical and a non-typical education, and in collaboration with all the involved institutions [15]. The adaptation of secondary education system to renewable energy advancements has been notified in an international level of analysis within the last 15 years, such as in the USA [30,31], Northern Europe [32], Central Europe [33], South-Eastern Europe [34], and Asia [35]. The introduction of such energy-oriented curriculum in the secondary education has proven that students are well-informed and express high interest for a wide plethora of renewable technologies. Therefore, the future perspectives of such educational reform should increase the citizens' awareness upon environmentally-efficient behavior and alleviate the hazardous impacts of environmental pollution – through exploitation of conventional energy sources – enabling the successful promotion of sustainable development in an endangered socio-economic environment. Indeed, the development of human societies and energy education are strongly related, since they demand inter-scientific analysis and action. Understanding the human behavior can be a difficult task, due to the social, economic and educational differences. However, the importance of education for the development is indisputable, primarily when it comes to energy saving [36]. In addition, energy education should have an impact on attitudes, values, decisions and most importantly: actions. Our actions are affected by the cognitive level and the information we receive through the educational procedure as well as by our ability to process this kind of information. However, some of our well-established principles and values, may have dire consequences on our decisions [37]. To achieve energy sensitization the three most significant factors are as follows [38]: 1. Education: in general, people do not know how to adopt a sustainable way of living, mainly because of lack of education. They do not know the way or the factors that can affect energy saving, even though relative knowledge on energy use and its consequences on the environment, would affect energy consumption. 2. Motives: use of motives to release the dynamics of energy saving. 3. Promotion: promotion of energy footprint and feedback on positive action, constitute elements that will aid energy saving. At a global level, a lot of institutions focus on non-typical energy education and environment, by carrying out projects [39] (NEED, 2012–13), research, activities and training programs for both students and educators [40]. Specifically, the association of conventional energy sources and an integrated approach upon the life cycle sustainability assessment is systematically investigated in the New Energy Externalities Development for Sustainability (NEEDS) project [41–43]. The NEEDS project evaluates power generation

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technologies in line to both the sustainability approaches of the costing (external and private) and specific criteria of social–economic–environmental orientation. The aforementioned approaches are commonly structured on either the life cycle sustainability assessment (LCSA) [41], or the EcoSenseWeb model [43]. These approaches rank technologies in the NEEDS project and are structured on the similarities and differences in concept, quantification, and scope. According to the NEEDS project, fuel cycles analysis is based on coal extraction and transport, time extraction and transport, operation and disposal of wastes. In a societal viewpoint, occupational health impact for upstream processes, power generation impacts, and downstream process should be addressed. In parallel, external costs are depended on the specific utility changes of those affected, necessitating a rather high level of spatial and temporal detail; thus intra- and inter-generational aspects should be further valued [41]. Moreover, in the relevant literature it has been reported that – since impacts calculated for the upstream and down-stream processes are a minor part of externalities of the total external costs – the negative impact of power plants is pronounced and externalities should apparently exceed the level of private cost. Subsequently, the critical and multidimensional approach upon stringent European environmental policies for the energy sector should be subject to a curriculum reform upon the contemporary technical education [43]. Besides, energy-based projects are inseparable components of hybrid life assessment schemes, such as in powertrain design [20]; precast concrete wall panels, in opposition to conventionally reinforced concrete [44], ecodesign and Life Cycle Assessment (LCA)based project for a hybrid passenger ferry, in accordance to the criteria of time consumption, training, and reusability [45]; solar assist plug-in hybrid electric tractor (SAPHT), in comparison to a conventional tractor [46]; lithium-ion batteries for plug-in hybrid electric vehicles [47]. Nevertheless, the education upon renewable energy resources should be adapted on an interdisciplinary basis, by adopting specific characteristics. In this context, education could be classified in two levels: the first refers to the general knowledge, which makes the usefulness and significance of renewable energy resources become explicit and the second refers to the technical knowledge, which provides the scientific tools for the use of renewable energy resources. For this reason, appropriate educational programs, designed by experts are recommended [48]. In particular, education on renewable energy resources should intend to educate the population globally. However, as far as the developing countries are concerned, education should intend to: (a) the awareness of students towards the reasons that cause energy crises, (b) the informing of students on the different types of renewable energy resources, their potential sources and the relevant technology, (c) the undertaking of action, in order to suggest solutions and alternative strategies to resolve future energy crises, and (d) the development of positive attitudes and values toward energy resources [49]. An environmentally conscious citizen shows a high level of sensitivity, interest, ability to understand and resolve environmental problems [50]. The level of education, the energy practices, behavior, as well as individual responsibility, relate to decisions and choices of either renewable or non-renewable energy recourses and have a direct impact on the environment [51]. The educational process will have as a result the realization of how important is a change on a more sensible use of energy. The knowledge students acquire at a school level and comprehension of the notion of energy, allow them convey their knowledge to their family, in order to achieve energy preservation and saving, on daily basis. Through an educational approach on energy issues, students will obtain a profound viewing of the problem. Consequently, students will become the agents to encourage participation of all the members in society [52].

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Some of the factors that enforce a responsible environmental behavior include the “entry-level variables” which intrigue people's interest towards the environment, the “ownership variables”, which can lead someone, acquire knowledge on specific environmental issues and the “empowering variables” which refer to the skills used, in order to undertake environmental strategy and action [53]. In the relevant literature [21] it is denoted the significance of finding ways to address such environmental strategies by either bringing future benefits closer to the present or by magnifying the costs of delayed action. Particularly, the end user of energy could employ certain feedback systems and commitment devices in order to achieve current gains and future costs more visible or tangible. Contrarily, end users of domestic energy – who alleged that they are prone to high procrastination – they are apparently less likely to have engaged in heating-energy-saving activities, such as larger purchases and investments in equipment and the doors/windows insulation. Contrarily, it is also concluded that there exists a positive relationship between environmental awareness and engaging in everyday energy-saving-activities, such as the reduction of the indoor temperature. Therefore, it is utmost importance that the energy consumers have to adopt initiatives in order to reduce procrastination and to materialize energy-saving potential [21]. In parallel, the environmental behavior at the entry-, ownershipand empowering- levels is determined from the socio-demographic and the geographic contexts of analysis. In the relevant literature [54] the monitoring of the thermo-physical behavior and the energy saving [55,56] are associated with the accomplishment of thermal comfort, the existence of natural lighting, and the technological know-how of insulation materials [57] and photovoltaic systems [58]. Indeed, the Mediterranean climate, legislation and traditions should inspire the local citizens towards a sustainable thermophysical behavior, moderate energy consumptions, and high thermal comfort [57,59] due to the high level of day lighting and the abundance of wooden materials within the Mediterranean basin [54]. Moreover, in a household level of analysis, besides the climate and materials factors, energy environmental education is proven a dominant parameter to establish a sustainable society. This education should be based on technology innovations and social improvements. Specifically, in a domestic context, the monitoring of mothers' power consumption reductions after energy environmental workshops denoted the pronounced role of detailed data collections of lives to quantify the energy-based behavioral changes of the people [60]. Policies aimed at electricity reduction have focused on an:
Economics basis – on private interests, pricing, rebates, subsidies, and taxes [61].
Environmental basis [62] – achieving reductions in household carbon emissions and water consumption through the installation of small energy saving measures, including radiator panels, in-home energy displays and low-flow shower heads [63].
Socio-economics basis [64], including home and transport energy use that are positively linked with sociodemographic variables, such as income and household size [65]. These authors signified the distinct characteristics between different measures of environmental impact and different types of environmental intent. Additionally, the authors concluded that using only attitudinal variables, such as values, should be proven too limited to address all types of environmental behavior [65].

In the Chinese context, negative behavior of energy consumption has proven more influential on the ecosystem than the positive behavior of environmental protection. Electricity is considered the basic factor of the energy consumption and the highest sensitive indicator to the environmental capital input–output. In the view of

the governmental policy, energy saving is more efficient than emission reduction [66]. A responsible energy behavior might also be characterized by a number of different parameters, which refer to sensitization, trust and commitment, moral obligation, cultural standards, everyday practices and customs, the social networks and the established way of living [67], while some obstacles might be institutional, marketing, or refer to organization and different behaviors [68]. A general framework-model has been proposed, in order to examine the connection between human values and environmental behavior. According to this model, the environmental behavior is connected to values through a relation of causality, among the interrelated variables. It is claimed that, values and ideologies filter the new information, so as to form corresponding attitudes and behaviors towards specific environmental issues [69]. The extent, to which a person is concerned with environmental issues, is related to his/her own values and the way he/she thinks of him/herself (egocentric, altruistic, ecocentric) combined with his/her own sensitivity and awareness on the consequences of environmental problems [70]. In order to measure people's concern on environmental issues, researchers have developed a scale of environmental motives and divided it into subscales referred to as egocentric, altruistic and ecocentric [71]. An environmental responsible behavior is defined by a person's motive to act on the benefit of the environment. An environmental behavior is also classified, according to someone's intentions, or according to the consequences of his/her actions. Another kind of discrimination is the direct and indirect environmental behavior: the direct environmental behavior occurs within the context of a household (use of energy, use of water, household wastes), whereas, the indirect environmental behavior is defined by the political context in which the behavior occurs [65]. Since the UN conference on the Environment and Development in Rio de Janeiro, held in 1992 a great emphasis has been given to encourage the citizens' actions towards sustainability [72]. The strategies for sustainable development stress the importance of citizens' active participation and change of action on an individual basis, rather than on a politics basis, claiming that “sustainable development cannot be imposed by a country's politics. If the citizens remain inactive, sustainable development will fail” [73]. Students' sensitization, as future citizens of the society, is expected to increase over the future years, while consumers acknowledge their responsibilities, as far as energy use is concerned. Students and teachers should approach issues of ecologic sustainable development, as part of the typical education [74]. The school plays an important role for students' sensitization and acquisition of an environmentally responsible behavior, due to the fact that children are “open”, in contrast to adults, to new subjects and education has a leading role throughout their studies [52]. Intention is one of the factors that affect our habits and our behavior towards the environment, while the significant environmental behaviors within the domestic sphere, are often defined by the household's income and personal habits such as, adjustments of thermostats, operation of electric/electronic devices, etc. The domestic or the local consumption of energy is a field where the global environmental issues, individual behavior and habits are deeply connected, even when consumers fail to see the connection [75]. The incorporation of the appropriate energy habits into students' daily behavior is also characterized by a proper behavior 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 education as well as the size of a household, affect positively the daily use of energy amounts [65]. Recent research implies that lack of energy education can be an obstacle for adopting strategies and habits of saving energy. Misunderstandings regarding energy consumption and the effectiveness of various practices often lead to fallacious

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habits [77], as well as the tendency to overestimate the “visible” use of energy, for instance lighting and underestimate the “invisible” use of it, such as water use and heating [78]. The acquisition of an environmental-energy education combined with the school's culture and leadership, constitute definitive factors for a successful application of energy policies and programs of energy education [79]. Energy literacy provides a conceptual basis of knowledge, as well as a detailed comprehension of the framework, within which energy is used and consumed, and in general the embracement of energy habits in everyday life, defining also positive habits of energy saving and awareness of the consequences of the individual consumer choices [80]. Beliefs, the influence of different circumstances and someone's intentions are the constituents that form an environmental attitude [81]. Students' attitudes towards environment are and have been the focal point of many environmental training courses [82], mainly because attitudes are considered an integral part of forming an environmental behavior [83,84]. Environmental “concern” “attitudes” and “values” are the basic criteria to evaluate people's actions and behavior therefore, these terms have been particularized, in order define the essence of environmental values. Better understanding of students' attitudes can be a useful tool, in order to provide a complete framework for energy saving, the development of energy resources and the sensible use of energy [37]. Geographic factors are important and it is proved that students who study at urban regions have better knowledge and more positive attitudes towards renewable energy resources, compared to students from rural regions, which seem to prefer nuclear energy [85]. As far as gender is concerned, research findings in Finland show that, female students show more positive and stronger biocentric attitudes, compared to male students. As far as the socio-demographic characteristics are concerned, it is shown that the place of residence has a negligible effect, but significant differences are noted among different schools [86]. A research conducted in Brazil has shown that there is a significant gap among the training courses that aim to sensitize students on energy use. Notable is the lack of information an average consumer in Brazil has, on the sensible use of energy. The population is not conscious of the national strategic planning and only a few programs focus on the issue of energy preservation. According to the same research, the creation of new educational programs within the context of the educational system, should take into account the knowledge and the application of new methodologies, which should respect the social and cognitive capacity of the target population, while participation of public and private institutions should be restricted solely on providing resources and additional information to the educational system [52]. In the northwest part of the United Kingdom, research has been carried out, in order to examine secondary school students' ideas concerning the greenhouse effect, global warming and the factors that can reduce it. The research has shown that students have a great deal of misunderstandings on the issues of global warming and energy use: a large percentage of the students believed that the reduction of nuclear energy could lead to a decrease of global warming, while most of the students were not aware of which are the greenhouse gas emissions, their sources and their heattrapping ability [87]. In Romania positive practices have been developed, by implementing school activities that refer to topics such as, energy resources, Kyoto protocol, renewable energy resources, use and 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 primary and secondary level, and meet the current needs, by using electronic books, available online [88].

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Further research conducted in groups of university students, in the years of 1995, 2002 and 2003, in order to assess their attitudes towards environment, environmental issues and especially energy use, showed many similarities among these groups, while better environmental behavior was demonstrated by those who had better knowledge of these subjects. Notable is, however, the lack of action, despite their adopted views. All groups had the common belief that technology is capable of resolving environmental and energy issues, while the students felt incapable of changing their behavior, in the view that others, as for instance the government should be responsible for dealing with energy issues. As a conclusion it is noteworthy, that education can have a major influence on personal reinforcement [89]. The new challenge in this field is the incorporation of a highly effective learning, within the context of non-typical education. Research findings in Latvia show that efficient use of energy and renewable energy resources can be used, as a means to analyze the abilities and the needs of educators as well as the creation of advanced educational courses for teachers. The issue of energy constitutes an educational guideline, along with other significant issues, that are associated with environmental education and education on sustainable development [40]. As far as the contribution of technology is concerned, and especially the influence of the social media on peoples' participation in ecofriendly activities, a bright example could be the website “StepGreen.org”, which will aim at the promotion of an energy friendly behavior for the sake of energy. Motives, such as public commitment and competition, prove to be effective [90]. The implementation of research on energy resources with the support of geospatial tools shows, that these tools reinforce secondary level students' perceptions, while it also demonstrates a significant increase of students' awareness on energy matters [91]. Based on research data, the training of educators is demanded, in order to make them aware of the renewable energy resources. Similar is the demand for an equivalent educational program within the school environment and of equivalent programs in industry, with proper training of the workforce and in general support of the use of renewable resources by the public. The developing countries turn to renewable energy resources, as a reliable option for agricultural electric supply, however, the lack of appropriately trained engineers, technicians, analysts and appropriate policies is restrictive, stressing, therefore, the need of education and training, in order to achieve the development of renewable resources and technologies [92]. A research conducted in Iran, a country that depends to a large extent on fossil fuels despite its abundance on renewable energy resources, has shown the importance of education and the need of encouragement to develop renewable energy resources, so that the risk of environmental degradation, caused by fossil fuels, is reduced. According to the research, most of the students are uninformed about the notions of renewable and non-renewable energy resources, they are only aware of solar energy and wind power, they are unaware of biofuels, while the majority of them are positive about renewable energy resources and think that a sustainable energy policy is necessary [85]. Education on renewable energy resources is asked to play a vital role in the development of a sustainable society and social change, having as a main objective the sensitization of citizens, the training of professionals and the education of researchers [93].

3. Research methodology The research was conducted in the area of Grevena in the year 2013, one of the four regional units of Western Macedonia, in Greece (Map 1).

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The region of Western Macedonia constitutes the energy core of the country, as it supplies approximately the 50% of the total energy used, a fact that has boosted the region's economy and development, however, has notably degraded the local environment. The lignite activity developed mainly in Western Macedonia, classifies Greece in the 2nd place among the countries of EU and in the 5th globally, in lignite production. According to data of 2008 for the Interconnected System [94], the 66.5%, of the installed power of the hydroelectric stations are thermal power stations, including lignite 4930 MW, 730 MW oil and natural gas 4579 MW. The 19.6% are hydropower stations and 13.9% renewable energy resources [95]. The region of Grevena is of particular interest, as it has a powerful dynamic of renewable energy resources and especially hydropower energy, implemented by both small hydropower schemes, licensed by the Regulatory Authority for Energy and the hydropower scheme of Hilarion. As far as educational research is concerned, in many cases it is preferable to define the sampling, according to the population of classes and schools, rather than to a specified nominal list of students, with the aim of creating an adequate and representative sample size for the purposes of the research [96,97]. Thus, for the conduction of this survey five secondary level schools were selected. In particular, an inventory of students of first class of gymnasium of the prefecture (regional unit) of Grevena, was conducted. For the choice of the schools, demographic characteristics of the student population were taken into account, to represent urban, suburban and rural areas, as well as all social classes and professions of the citizens Table 1. The sample size consists from students of first class of gymnasium. The particular age group (12–13 years old) was chosen because it was considered as the most appropriate for studying their knowledge and views on energy issues, since at this age, students are developing or have already developed typical cognitive reasoning, can deepen in theoretical thought, provide information and express clearly and precisely their personal views. Additionally, Gymnasium students have shown a rapid spiritual development, expressing impressive capabilities in abstract thought. This Gymnasium school age plays a pronounced role to inspire students about life values and principles and their active participative role in environmental and social issues [98]. The survey involved 249 students, 126 boys and 123 girls. A percentage of 19% of the sample size derives from schools in rural areas, 68% from schools in urban areas and 13% from schools in suburban areas. The 249 students represents about one third of the Gymnasium students' population and a 14.80% of the total population of students at the secondary education in Grevena. The population sampling was

Map 1. Prefecture of Grevena.

Table 1 The schools of survey. a/a

School

1

1st Secondary School 302 of Grevena 2nd Secondary School 336 of Grevena Secondary School of 44 Karpero Secondary School of 13 Paliohori Secondary School of 110 Deskati

37.52

805

100.00

2 3 4 5 Total a

Number of studentsa

Percentage (%)

41.74 5.47 1.61 13.66

Characteristics of the school School in an urban area School in an urban area School in rural area School in rural area School in suburban area

Total number of students per educational unit.

Table 2 Topics of the implemented Environmental Education Programs. Topics

n

%

Forests – reforestation Rock bridges Wastes – recycling Garden development Mushrooms Ecological mobility – bicycle Energy and renewables Environment and pollution Mammut borsoni No response

60 4 8 9 3 12 6 9 1 15

47.24 3.15 6.30 7.09 2.36 9.45 4.72 7.09 0.79 11.81

materialized in accordance to the residents' allocation and geomorphological conditions at the regional unit of Grevena. The proportion of students who reside and study at schools in the urban, suburban, and rural areas in Grevena is diversified, since it is depended on the total residential population in urban, suburban, and rural areas within the examined regional unit. The research instrument that was used for the collection of data was the questionnaire. The questionnaire, by being an effective tool for gathering information, was chosen as the most appropriate for easy collection of information from a relatively large number of people in a short time, at low cost, while ensuring the anonymity of participants [99,100]. Except for ensuring the anonymity of the research subjects, the use of a large sample size, constitutes a factor 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 interdisciplinary 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 Environmental 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 addition to this, research goals are the investigation of: (a) the attitudes of students towards energy saving and protection of the environment 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

socio-demographic factors on the formation of attitudes and habits, and (d) the effective participation in environmental education programs and the role of environmental education. The expected results of the above should be: (a) the strengthening of students' skills, as active citizens, in order to solve problems as well as the reinforcement of their ability to undertake viable and precise decisions on energy use and saving and (b) the understanding of the concept of energy in a multilevel basis, the modification of attitudes related to the production and consumption patterns, and finally comprehension of the costs and consequences of using energy resources, based on the principles of sustainable development, which is the main target of the current socioeconomic circumstances. The development of a quantitative tool of general application was designed to evaluate the energy literacy students of secondary education have, on affective (attitudes, values), behavioral and psychomotor sector, including the verbal commitment, without being tied to specific teaching objectives. The objective was to create a tool that produces reliable data and meet the criteria of internal consistency, suitable for secondary school pupils, to be comprehensive and closely linked to critical issues that determine the energy performance of students. Guided by this framework, the potential research data were identified, based on existing questionnaires, books and learnerbased teaching materials, adapted and modified as appropriate [2,37,39,76,89,102–107]. The majority of the questions were default responses. For the evaluation of environmental habits were used the third and fifth scale of Likert scale, in order to define the frequency of students' daily habits. To assess students' views and attitudes towards environment, energy and its use, the fifth Likert scale was used, which is very popular for measuring attitudes and recording the extent to which a person agrees or disagrees with a particular view. The scale consists of the following five levels: strongly agree, agree, neither agree nor disagree, disagree, strongly disagree [108]. After defining the research goals, the variables used and after reviewing the bibliography, the questions were raised. The next step, involved the definition of variables that were used in the research, the examination of the individual elements and the formulation of questions the questionnaire consists of. The final form of the questionnaire is composed of three parts (A–C) divided into subcategories, and in overall includes 39 questions. To ensure reliability of the investigated factors Cronbach's alpha coefficient (internal consistency coefficient) was used, which showed consistency of variables. The coefficient has a value of 0.739 for the questions of Part B and 0.631 for the questions of Part C of the questionnaire. Validity characterizes the extent to which a measurement procedure is capable of measuring what it is supposed to measure. In practice, the estimation of face validity and content validity is usually used. The assessment of these types of validity is determined by a team of researchers, appropriately trained to decide the validity of the variables and their measurement scales [109]. To ensure the validity of the questionnaire, the content of the questions was based on international bibliography, on authors' experience, on discussions with secondary school teachers with experience in environmental education programs and on discussions with higher education professors who have relevant research interests. A pilot testing of the questionnaire was applied, to define the possibility of its completion within a required time and its legibility, in order to make any necessary corrections. For these reasons, the questionnaire was given to 30 seventh grade students, whose views were taken into account, in order to test, correct and adjust:

 the formulation and understanding of the questions,  any unknown words, clarity of instructions,

7

 the layout and sequence of the questions,  the overview of the questionnaire, i.e. font size, position of questions and answers and

 the required time to complete them. After considering the students' comments in the pilot stage, which were mainly associated with specific words and after making the necessary improvements, the final form of the questionnaire was completed, with completion time of approximately 30 min. After the codification, the determination of the independent and dependent variables followed the statistical analysis. For the analysis of the survey data we used Excel 2010 [110] and the Statistical Package for the Social Sciences (SPSS) 20 for Windows [96,111–113]. At first, a descriptive statistical analysis of the student's responses to Part A of the questionnaire was performed, in order to describe the individual and socio-demographic characteristics of the research subjects, and the results of access to information. A descriptive statistical study was performed as well in parts B and C of the questionnaire of the survey variables and students' performance in energy habits and attitudes. In parallel, in the present study, there were materialized tests of the following statistical hypotheses, in order to investigate the implementation of the aforementioned setting research goals for significance level of 5%. In particular, the tests that materialized are as follows: a) X2 test between the students' attitudes, with the following hypotheses: Ho: There are not significant associations between the variables: (a) “Concern for the environment” and “Participation for shaping better living conditions”. (b) “Personal interest in environmental issues” and “Verbal commitment/intention of action”. (c) “Participation for shaping better living conditions” and “Verbal commitment/intention of action”. H1: There are significant associations between the variables: (a) “Concern for the environment” and “Participation for shaping better living conditions”. (b) “Concern for the environment” and “Verbal commitment/intention of action”. (c) “Participation for shaping better living conditions” and “Verbal commitment/ intention of action”. b) X2 est between the environmental-energy habits/energy behavior and the students' attitudes, with the following hypotheses: Ho: There are not significant associations between the variables: (a) “Environmental-energy habits/energy behavior” and “Concern for the environment”. (b) “Environmental-energy habits/ energy behavior” and Participation for shaping better living conditions”. (c) “Environmental-energy habits/energy behavior” and “Verbal commitment/intention of action”. H1: There are significant associations between the variables: (a) “Environmental-energy habits/energy behavior” and “Concern for the environment”. (b) “Environmental-energy habits/ energy behavior” and “Participation for shaping better living conditions”. (c) “Environmental-energy habits/energy behavior” and “Verbal commitment/intention of action”. c) X2 test between the socio-demographic characteristics in the development of: (1) Energy habits and (2) students' attitudes, with the following hypotheses: Ho: There are not significant associations between the variables: (a) “Environmental-energy habits” and “Residential area”. (b) “Environmental-energy habits” and “Parental educational level”. (c) “Environmental-energy habits” and “Gender”. (d) “Environmental-energy habits” and “Students' performance”.

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(e) “Environmental-energy habits” and “Participation in programs of environmental education”. H1: There are significant associations between the variables: (a) “Environmental-energy habits” and “Residential area”. (b) “Environmental-energy habits” and “Parental educational level”. (c) “Environmental-energy habits” and “Gender”. (d) “Environ mental-energy habits” and “Students' performance”. (e) “Environmental-energy habits” and “Participation in programs of environmental education”. Ho: There are not significant associations between the variables: (a) “Students' attitudes” and “Residential area”. (b) “Students' attitudes” and “Parental educational level”. (c) “Students' attitudes” and “Gender”. (d) “Students' attitudes” and “Students' performance”. (e) “Students' attitudes” and “Participation in programs of environmental education”. H1: There are significant associations between the variables: (a) “Students' attitudes” and “Residential area”. (b) “Students' attitudes” and “Parental educational level”. (c) “Students' attitudes” and “Gender”. (d) “Students' attitudes” and “Students' performance”. (e) “Students' attitudes” and “Participation in programs of environmental education”. Also, a factor analysis (particular Principal Component Analysis) was made, a multivariate statistical method that aims to identify the existence of common factors among a group of variables. Factor analysis is an analysis technique used in the study of human behavior, given the complexity of the structure, organization and functioning of human society. The factor analysis replaces the number of interdependent variables with a group of factors which statistically behave in the same way with the statistically significant variables they contain. The characteristic of a factor analysis is that it tries to explain the structure rather than the variance (percentage of variance) [114]. In this particular paper the factor analysis was performed to extract components of the “attitudes” and “environmental habits” variables, in order to reduce the dimensions of the problem and to create new variables. The procedure of the variables' and data transformation, was implemented as follows: 3.1. Environmental-energy habits For the environmental-energy habits, in order to deduce the total score in each question and draw comparable results, recoding of variables was required (in questions Q16 and Q22), where 1 represents a negative habit, 2 is neutral and 3 is positive one. The recoding of variables was achieved with the RECODE command of SPSS. To measure students' performance in regard with energy habits, “scoring technique” was used, a technique used by several researchers to study performance of school students, university students and adults, concerning their knowledge and their views environmental issues. According to these research studies, performance in 70% of all responses is considered successful and marked as positive (divided into three levels low, medium, high), while performance below 70% is considered unsuccessful and negative [115]. 3.2. Attitudes Similarly, in order to extract the total score of each question regarding the attitudes of students towards energy issues it was necessary to change the coding of the variables, with the RECODE command of SPSS, in order to draw comparable results. The questions Q39.3, Q39.8, Q39.9 were scored from 1 to 5, with 5 representing absolute disagreement with the expressed positive attitude and 1 absolute agreement. For each of the questions

(Q39.1, Q39.2, Q39.4–Q39.7, Q39.10–Q39.12), that referred to a positive attitude were scored from 1 to 5, the scores were reversed for the purposes of analysis. The scores of the individual questions, were summed for each individual scale and total and showed the performance of each student, following the scoring technique that was used in the “energy habits” section: performance in 70% of all responses is considered successful and marked as positive (divided into three levels low, medium, high), while performance below 70% is considered unsuccessful and negative [115].

4. Results 4.1. Descriptive statistics The presentation of the results follows the course of the questionnaire, starting with a complete picture of the individual and socio-demographic characteristics of students. 4.1.1. Socio-demographic characteristics The sample size consists of 249 students, of all high schools (gymnasium) of the regional unit (prefecture) of Grevena, who during the year 2012–2013 were enrolled in the first class of gymnasium. In terms of gender, 126 of the students are male and 123 female. In terms of the place of residence, 170 of the students live in the city of Grevena, 32 in Deskati and 47 of them live in local communities of the regional unit of Grevena. We observe that the vast majority of students (68.27%) live in Grevena, a small percentage (12.85%) in Deskati and 18.88% of them live in local communities of the regional unit of Grevena, basically in rural and semi-mountainous areas. With regard to the characteristics of the students' parents (education and profession), we observe that the vast majority of the parents (94.38% the father and 95.18% the mother) have completed compulsory education. The largest percentage of them (40.16% the father and 40.56% the mother) has completed secondary education, while a significantly lower percentage of them (7.63% the father and 4.82% the mother) are graduates of technical schools. Many parents (33.74% the father and 34.14% the mother) are graduates of higher education, while a small percentage of them (4.82% the father and 6.83% the mother) have completed postgraduate or doctoral studies. With regard to the employment status of the working fathers (90.36% of the total), 36.14% are self-employed, 25.70% are civil servants, a smaller percentage of 12.85% have a dependent employment (workers, employees), 14.06% of them are farmers and 1.61% are retired. Significantly lower is the percentage of the working mothers (62.65%), since 11.24% of them are homemakers and a significant percentage of 24.10% are unemployed. A percentage of 28.92% of the working mothers are civil servants, 21.69% are self-employed, 9.24% have a dependent employment and a small percentage of them are 3.21% farmers. The participation of students in programs of environmental education and the issue of programs implemented constitute an interesting variable of the questionnaire, from which important information can be extracted. Of the total number of students, 127 (51%) participated or participate in environmental education programs and 122 (49%) students do not. The topic “forest-reforestation” presented by the largest percentage of programs, since students and teachers seem to prefer it as an environmental education program. The interest of the students for future participation in environmental education programs does not seem particularly keen, since of the total 122 students who participate or have participated in environmental education programs, the largest percentage of 59.02%, which

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

corresponds to 72 students, wishes for future participation in programs and a significant percentage of 40.98% (50 students), does not want any future participation in such programs. 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 have a G.P.A. of 17–20. 4.1.2. Students' environmental and energy habits This section introduces the basic environmental energy habits and behaviors of the students which are represented in Tables 4 and 5. In Table 3 we observe that 53.01% of the students always or sometimes lit the lights when entering their house, while 46.99% of them never do. A percentage of 66.67% of the students turn off the lights when they are the last to come out of a room, while only 21.69% of them turn off the lights when they come out last from their school class. A percentage of 44.98% of the students always switch off the TV or the computer from the main power button and 52.20% of the students switch off the TV or the computer when they are occupied with something else. A relatively higher percentage of students always close the tap when washing their hands or their teeth (57.30%) and never open windows or doors when the air conditioner or the heating system is on. According to Table 5, we observe that only a small percentage of students (39.76%) use the bicycle much or too much, while a significant percentage of 23.29% of the students either do not have Table 3 Summary of the questionnaire. Parts of questionnaire

Questions

Individual sections of questionnaire

Part Α

General questions

Social identity questions Access to information – Sources of information

Part B

Knowledge section

Environmental-energy habits/energy behavior

Part C

Attitudes

Concern for the environment, the usage and energy saving Participation for shaping better living conditions Verbal commitment/intention of action

9

a bicycle or do not use it. 27.31% of the students do not use or use very little (26.10%) the car and 65.46% of the students move on foot. A percentage of 65.06% of the students do not use the public transport.

4.1.3. Students' attitudes Based on the answers to questions concerning attitudes, the majority of students (72.69%), recognize that the harmonious coexistence of humans with the natural environment is a prerequisite for our survival and that our primary concern should be to encourage the efforts to save energy (72.28%), since energy saving is essential for the protection of the environment and human health (77.51%) (Table 5). The majority of students agreed that the balance of nature is very delicate and easily disturbed (61.84%), however, notable is the relatively high percentage of students (25.31%) who disagree with this position, considering that it is difficult to disturb the balance of nature (Table 6). A percentage of 61.45% of the students recognize the need for gradual replacement of conventional forms of energy with renewable ones, while 20.48% of them have a neutral attitude towards the need of rejecting conventional forms of energy (Table 6). In regard with students' responses to questions Q39.7, Q39.8 and Q39.9, concerning the “belief in the possibility of intervention and improvement of their living conditions”, we observe that 69.08% of the students consider themselves responsible for energy saving and 75.10% of them disagree, with the view that energy saving is only a matter of concern to the government 22.09% of the students claim that they generally cannot bring change and 11.65% of them show a neutral attitude (Table 7). In regard with the intention to act in relation to energy saving and in general environmental protection (Q39.10–Q39.12), 66.67% of the students would apply practices to save energy, 63.05% of them would try to find someone among their peers with the same interest, and 53.01% of them would participate in a protest for the environment (Table 8).

4.2. Hypotheses testing The results of the aforementioned hypotheses testing are systematically presented at Table 9.

Table 4 Environmental-energy students' habits. Questions

Always n

Q16 Do you turn all the lights when entering your house?

%

Sometimes

Never

n

%

n

%

37

14.86

95

38.15

117

46.99

166

66.67

55

22.09

28

11.24

54

21.69

77

30.92

118

47.39

130

52.20

72

28.92

47

18.88

63

25.30

74

29.72

112

44.98

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

Q17 Do you turn off the light when you last leave a room of your house? Q18 Do you turn off the light when you are the last leave your school class? Q19 Do you switch the TV or PC off when you are occupied with something else? Q20 Do you turn off the stand-by button of your PC or TV set? Q21 Do you turn off the tap when you soap your hands or brush your teeth?

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

4.3. Factor analysis A factor analysis for the questions in the attitudes' section (12 variables) was implemented. A data table was designated in order to define the correlation of the variables that determine the attitudes, to group them in components and interpret them according to the importance of variables. Before the application of the factor analysis, the necessary assumptions were tested. It was found that the basic assumptions for its implementation are needed, while the value of Kaiser–Meyer–Olkin (ΚΜΟ ¼0.787, sig¼0.000) KMO index is at a significance level of 0.01 indicates the existence of significant correlations among the variables ensuring thus the assumptions for applying of factor analysis. With the method of Principal Component Analysis (PCA) three components were extracted (Fig. 1) with eigenvalue equal to or

Table 5 Environmental-energy students' habits.

greater than 1. Table 10 shows the structure and the factor loadings produced by the method of Varimax rotation. According to both Fig. 1 and the component' eigenvalue (vertical axis), the components of eigenvalue value more than 1, are determined. In parallel, it is concluded that at advancing to the components numbering more than 3, the graph drawing trend has progressively reached a plateau, thus these higher components were excluded from the analysis and 3 components were extracted. (Table 10). The variables Q39.1, Q39.2 and Q39.7 compose the first component, the variables Q39.4, Q39.5, Q39.6, Q39.10, Q39.11 and Q39.12 the second and variables Q39.3, Q39.8 and Q39.9 belong to the third component. The first component seems to be the “concern for the protection of the environment”, the second is the need to “take action” in order to protect the environment and ensure energy 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 students' attitudes'. Therefore, according to Fig. 2 there exist three groups of questions with the following composition:

Q24: use for short distances (e.g school, gymnasium) Extremely

Very much Somewhat A little bit Not at all

n

n

%

%

n

%

n

%

n

Component 1 (variables: Q39.1, Q39.2, and Q39.7). Component 2 (variables: Q39.4–Q39.6, and Q39.10–Q39.12). Component 3 (variables: Q39.3, Q39.8, and Q39.9).

%

Q24a Bicycle

64 25.70 35

14.06

51

20.48

41

16.47

58 23.29

Q24b Car

23

9.24 36

14.46

57

22.89

65 26.10

68 27.31

Q24c Public transport

20

8.03 18

7.23

16

6.43

33

163 65.46 35

14.06

24

9.64

15

Q24d Go on foot

13.25 162 65.06 6.02

12

4.82

In parallel, the questions are grouped in such a way that: questions of the Component 1 are interrelated with the concern for the environmental protection; questions of the Component 2 are interrelated with the necessity to initiatives' undertaken towards the environmental protection, the sustainable energy use and energy saving; questions of the Component 3 are interrelated with the 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

N

%

N

N

N

Q39.1 The harmonious coexistence of humans with the natural environment is a prerequisite for our survival

37

14.86

9

3.61

22

8.84

Q39.2 The balance of nature is very delicate and can be easily disturbed

26

10.44

37

14.87

32

Q39.3 There are enough energy reserves and is no cause for concern about their depletion in future

95

38.15

68

27.31

Q39.4 Our primary concern should be to encourage the efforts to save energy

16

6.43

16

6.43

%

%

Strongly agree %

N

%

97

38.96

84

33.73

12.85

102

40.96

52

20.88

48

19.28

27

10.84

11

4.42

37

14.86

87

34.93

93

37.35

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

Disagree

Neither agree or disagree

Agree

Strongly agree

n

%

n

n

n

n

12

Q39.5 I have to save energy since energy saving is essential for the protection of the environment and human health

30

12.05

Q39.6 There is need for gradual replacement of conventional forms of energy e.g. oil and there is need for use of renewable energy resources

20

Q39.7 I think that I have a role in the saving of energy in my home and at my school

%

%

4.82 14

5.62

8.03

25 10.04 51

19

7.63

27 10.84 31

Q39.8 The energy saving is a matter of concern only of government

123

49.40

64 25.70 23

9.24

Q39.9 Whatever I do is without result. I generally cannot bring change because other people take the decisions

104

41.76

61 24.50 29

11.65

%

%

67 26.91 126

50.60

20.48

84 33.74

69

27.71

12.45

101 40.57

71

28.51

9.64

15

6.02

37 14.86

18

7.23

24

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

n

%

n

n

%

n

%

n

%

Q39.10 I will apply practices to save energy even if I go it alone

26

10.44

23

9.24

34

13.65

96

38.56

70

28.11

Q39.11 I will try to find other classmates with the same interest in the saving of energy

19

7.63

25

10.04

48

19.28

83

33.33

74

29.72

Q39.12 I would participate in a protest for the environment against illegal activities

50

20.08

29

11.65

38

15.26

80

32.13

52

20.88

%

Strongly agree

Table 9 Hypotheses testing.

Residential area Parental Educational level (father) Parental Educational level (mother) Gender Students' performance Participation in Programs of Environmental Education Concern for the protection of environment Participation for shaping better living conditions Verbal commitment/intention of action

Total attitudes

Environmental-energy habits/energy behavior

Personal interest in environmental issues

Participationf or shaping better living conditions

Verbal commitment/ intention of action

X2(2) ¼ 0.980 p¼ 0.613 (n.s) X2(2) ¼ 0.199 p¼ 0.905 (n.s) X2(3) ¼ 3.590 p¼ 0.309 (n.s) X2(1)11.598 p¼ 0.001 X2(2) ¼ 16.686 po 0.001 X2(2) ¼ 0.253 p¼ 0.283 (n.s)

X2(4) ¼ 32.669 p o 0.001

X2(2) ¼0.813 p ¼ 0.666 (n.s) X2(2) ¼1.737 p ¼0.420 (n.s) X2(2) ¼8.118 p ¼ 0.017

X2(2) ¼2.796 p ¼ 0.247 (n.s) X2(2) ¼0.026 p ¼ 0.987 (n.s) X2(2) ¼3.074 p¼ 0.215 (nosy) X2(1) ¼0.329 p ¼ 0.566 (n.s) X2(2) ¼13.604 p ¼ 0.001

Χ2(2) ¼2.075 p ¼ 0.354 (n.s) X2(2)¼ 1.459 p ¼ 0.482 (n.s) X2(2)¼ 3.462 p ¼0.177 (n.s) X2(2)¼ 0.005 p¼ 0.941 (n.s) X2(2)¼ 6.287 p ¼0.043

X2(1) ¼0.390 p ¼ 0.238 (n.s) X2(1) ¼41.650 po 0.001

X2(1)¼ 0.645 p ¼ 0.419 (n.s) X2(1)¼ 28.704 p o 0.001

X2(4) ¼ 3.025 p ¼0.554 (n.s) X2(4) ¼ 1.475 p ¼ 0.831 (n.s) X2(2) ¼ 9.755 p ¼0.008 X2(4) ¼ 4.652 p ¼0.325 (n.s) X2(4) ¼ 10.903 p¼ 0.028

X2(1) ¼1.908 p ¼0.167 (n.s) X2(2) ¼23.136 p ¼0.001 X2(1) ¼1.374 p¼ 0.241 (n.s)

X2(2) ¼ 9.897 p ¼ 0.007 X2(2) ¼ 16.204 p o0.001

X2(1) ¼41.650 p ¼0.000

X2(2) ¼ 12.032 p ¼0.002

X2(1) ¼28.704 po 0.001

n n.s: non significant associations.

Fig. 1. Scree plot.

X2(1)¼ 13.970 p o 0.001 X2(1) ¼13.970 p o 0.001

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

Table 10 Components matrixa. Components

Q39.1 Q39.2 Q39.3 Q25.4 Q39.5 Q39.6 Q39.7 Q39.8 Q39.9 Q39.10 Q39.11 Q39.12

1

2

3

0.805 0.608 0.190 0.365
0.045 0.376 0.714 0.168
0.146 0.419 0.322 0.004

0.032 0.385
0.090 0.561 0.690 0.464 0.085 0.061 0.133 0.472 0.574 0.599

0.198 0.137 0.712 0.192 0.087
0.056 0.012 0.714 0.782
0.065 0.112
0.063

Extraction method: principal component analysis. Rotation method: varimax με Kaiser normalization. a

3 components extracted.

Fig. 2. Component plot in rotated space.

according to the questionnaire responses – revealed the appropriate matching among questions, measured items, and scales observed. The first component interprets 18.0,61% of the variance, the second 17,541% and the third 14,634% after Varimax rotation. Overall, the three components interpret the percentage of 50.327% of the variance.

5. Discussion As revealed by the statistical analysis, the questionnaire constitutes a valid and reliable tool. Therefore, except for its use in the current research, it can be used as such or with some modifications or be the basis for the collection, recording and evaluation of knowledge, attitudes and perceptions of students or other groups, in other geographical areas. As far as the main purpose of this paper is concerned and according to the evaluation of the results of the descriptive statistical analysis, we observe the following: With regard to the “attitudes of students”, notable is their concern about the environment, energy use and saving, while a relatively high percentage of students recognize the need for a gradual rejection of conventional forms of energy. The above results demonstrate the strong personal position students have over the

discussed problem. However, there is a number of students who appear a neutral attitude, declaring that they neither agree nor disagree with the rejection of conventional forms of energy, and that there is no need to concern about the future. According to students' views with regard to “Belief in the possibility of intervention and improvement of their life conditions”, we conclude that a large percentage of students believe that they themselves are responsible for the consequences of their actions and that they have the ability to contribute to energy saving, whereas few of the students claim that they cannot bring change, attributing this kind of responsibility to the “powerful” others. Consequently, it is significant to reinforce people's belief in their ability to determine, along with other factors, their life conditions by participating actively and critically in collective actions, in order to resolve issues concerning sustainability, a view that is also stated in other research studies such as those of Tilibury [116] and Huckle [117]. With regard to the “intention to act” in relation to energy 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 commitment 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 individuality (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. 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 behavior and responsibility at home and at school, showing an indifferent or irresponsible attitude towards the school environment. The use of bicycle as a means of transportation is a positive habit, mainly attributed to the age group of 12–13 years old, yet this choice constitutes more a personal pleasure act rather than a conscious environmental choice, because children hardly realize multidimensional environmental concepts (e.g. climate change), so as to adopt similar habits. It is commonly admitted that behavior should be modified to ensure a sustainable energy future. In the field of energy consumption, resolution and communication is required between institutions, technicians, experts and other involved agents that make decisions, following the existing natural, social, cultural and institutional models that shape and limit people's choices. Furthermore, an integrated approach of the complex socioeconomic and technical system is also needed [120]. Regarding the first research goal, it is proved that there is correlation between the individual attitudes, energy habits and school performance to environmental concerns, participation in shaping the living conditions and the verbal commitment to undertake action. Research has shown that the undertaking of action is associated with critical thinking, personal and collective commitment of individuals to become agents of change in the context of sustainable development [117,121].

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

Regarding the second research goal, evident is the correlation between environmental habits and attitudes of students. In addition, correlation exists between gender, as well as participation in environmental education programs, and energy habits. 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 residence to patterns of energy use, underlining thus, the importance of students' acquaintance to the environment they live in. Examination, understanding and interpretation of the relation socio-demographic variables have to both attitudes and behaviors of the individual as well as the impact of these relations on the environment, are the basis and a prerequisite for the promotion of environmental protection and sustainable behavior [122].

6. Conclusions–suggestions Energy is of essential importance for the economic and social development as well as the improvement of the quality of life in all countries. Because environmental problems are associated with energy-related factors, energy and environment are closely linked concepts. Education plays an important role in understanding the relationship of these concepts. Studies of the recent decades, estimate that education on the use and saving of energy is a new scientific field, in both developed and developing countries. Especially in the developing countries, similar studies should be conducted, in order to undertake decisions and educational policies on energy and environmental matters [123]. Internationally, the need of enforcement and support of environmental education programs is recognized [124]. The acquisition of education can play a key role in instilling positive ideas towards the best practices of energy use and in reducing the wasting of energy. Based on the survey results the following recommendations can be made: 6.1. Methodology Given the fact that this paper refers not only to issues such as the daily habits and the knowledge students' have, but also includes ideas, perceptions and attitudes, further qualitative research is recommended, in order to examine profoundly issues, such as reinforcement of environmental attitudes and ideas, as well as the formation of environmental concepts. Potentially, these studies can include more predictor variables, to form a model with main focus on environment. Moreover, conducting similar studies with a larger sample size, including students of all levels of education, will give more representative, valuable and broad results. 6.2. Environmental education Since the educational system and pedagogical approaches influence the way in which children acquire knowledge on environmental concepts and adopt responsible behavior, the development of effective environmental policy practices in schools is necessary. The educational programs concerning the issue of “energy and environment” should target not only at the acquisition of knowledge and cognitive skills, but also at energy related attitudes, values, beliefs, intentions and strategies for action. Similarly, the educational programs should have emotional and behavioral objectives as well as goals of raising awareness on environmental issues and improvement of cognitive skills. Educational approaches in the field of energy should regard the local environment and conform to the respective level of education, using appropriate teaching techniques. Moreover, these educational approaches should address other social groups, through the

13

institutional framework of lifelong learning or through the respective programs of Environmental Education Centers, a practice that can lead to a more complete and integrated intervention in the favor of sustainable development.

6.3. Strategies for sustainable energy management Policy strategies related to energy saving and efficiency, which until recently apply to buildings, vehicles and industrial enterprises, should be extended to change the behavior and the attitudes of consumers, by providing financial incentives, feedback on energy use, by sensitizing them and ultimately motivate the community's participation. The concept of sustainable energy and energy efficiency can be applied to develop a framework of multi-criteria analysis to ensure adequate energy policy, in accordance with the social, political and economic characteristics of each region. At international level, a framework for assessing the approaches of energy systems is required, having as an expectation, higher energy saving and hence economic benefits. International cooperation between the EU and Asia in the field of education, training and research on environmental sustainability is demonstrated according to survey data, in an effort to develop a network of academic and practical knowledge between European and Chinese universities, in the field of sustainable designing of structured environment [125]. A new approach to energy systems for both developed and developing countries is required and the shaping of thoughts and policies for progress is essential, in order to achieve the millennium development goals. All countries should have access to clean water, to affordable and reliable energy services that will not exacerbate the effects of climate change, and develop a global energy and environmental policy [126].

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