Reference : Integrating technology, education and practice to change energy behaviours in schools
Scientific congresses, symposiums and conference proceedings : Paper published in a journal
Engineering, computing & technology : Energy
Educational Sciences
http://hdl.handle.net/10993/52355
Integrating technology, education and practice to change energy behaviours in schools
English
Doherty, Edelle mailto [National University of Ireland]
Brychkov, Dmitry mailto [National University of Ireland]
Romero Herrera, Natalia mailto [Delft University of Technology]
McLoughlin, Eilish mailto [Centre for the Advancement of STEM Teaching & Learning > > > ; Dublin City University]
Roudil, Nadine mailto [École Nationale Supérieure d’Architecture de Paris Val de Seine]
Smit, Sander mailto [R2M Solution]
Maas, Stefan mailto [University of Luxembourg > Faculty of Science, Technology and Medicine (FSTM) > Department of Engineering (DoE) >]
Gauthier, Florence mailto [Regional Council of Center-Val de Loire]
Clifford, Eoghan mailto [National University of Ireland]
Arthur Delmonte, Branca mailto [University of Luxembourg > Faculty of Science, Technology and Medicine (FSTM) > Department of Engineering (DoE) >]
May-2022
CLIMA 2022 conference
Yes
International
14th REHVA HVAC World Congress
from 22-05-2022 to 25-05-2022
[en] business model ; energy ; energy literacy ; digital platform ; learning community
[en] Schools are learning communities where multiple stakeholders can collaborate to learn about energy efficiency, including via formal curricula, non-formal learning and day-to-day practices. Furthermore, by improving energy literacy among building occupants, the energy efficiency of schools can be improved. However, turning schools into learning communities rather than learning organizations is still problematic. This article details a case study realised in the form of the ENERGE project, which integrates technological, educational and practical activities in 13 post-primary schools from 6 European countries. Owing to an extensive collaboration of diverse stakeholders, the ENERGE project resulted in the origination of a learning community around energy efficiency in the schools. The outcomes of building a learning community within the ENERGE project included: capacity building (in the form of the ENERGE Committees and Teacher Network), the introduction of digital education (via the ENERGE digital platform), development of curriculum-based modules to raise energy literacy, and the establishment of a viable model for expanding ENERGE experience to other schools. The article concludes by explaining the benefits of the ENERGE approach for stakeholders.
http://hdl.handle.net/10993/52355
10.34641/clima.2022.166

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