Energy Literacy Among Tertiary Students: A Systematic Review Of Determinants And Educational Interventions Towards Institutional Sustainability

Abstract

In the context of the global shift towards sustainable energy adaptation, energy literacy among tertiary students is paramount. However, a significant gap persists in higher education, where many students lack a comprehensive understanding of energy concerns and the skills necessary to support positive energy adaptation in the energy transition era. The objective of this article is to review the determinants of energy literacy among tertiary students towards achieving institutional sustainability in supporting energy decision-making objectives. This study conducts a systematic literature review (SLR) to identify the determinants influencing energy literacy among tertiary students and to evaluate educational interventions aimed at enhancing it. The review analyses peer-reviewed articles from various academic databases, categorizing them based on research focus areas related to energy literacy determinants within higher education institutions. Findings indicate that energy literacy is influenced by factors such as curriculum design, teaching methodologies, institutional policies, and students' socio-demographic backgrounds. Effective interventions include integrating energy topics into curricula, employing experiential learning, and initiating community engagement programs. This study offers valuable insights for educators, university administrators, policymakers, and students, providing evidence-based strategies to enhance energy literacy and promote sustainable practices within higher education institutions.