Integrating knowledge and action: a review of sustainability education and energy literacy strategies
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Abstract
This systematic literature review (SLR) investigates the impact of cognitive, emotional, and behavioural aspects in sustainability and energy literacy education. Focusing on recent research published from 2020 to 2024, the study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to select, evaluate, and synthesise pertinent literature. The results reveal that whilst cognitive comprehension of sustainability is extensively covered, there remain deficiencies in nurturing emotional engagement and encouraging behavioural modifications amongst students. The analysis underscores the significance of cross-disciplinary methods, including project-based learning (PBL) and arts-integrated sustainability education, in effectively addressing these shortcomings. Moreover, the review identifies obstacles such as limited resources, inadequate teacher training, and difficulties in curriculum integration as impediments to successful implementation. The study concludes by outlining effective practices and approaches for enhancing energy literacy and sustainability education across various educational contexts.
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