Devising a framework for energy education in Taiwan using the analytic hierarchy process

Research has indicated that incorporating carbon reduction in the curriculum could improve awareness about energy conservation and related practices. Much research has been conducted on curriculum design and evaluation methods for energy education. However, a comprehensive view of the educational objectives for improving energy literacy is still lacking in these efforts. In this study, we propose a framework for energy education that clearly captures the concept of energy saving and carbon reduction by reviewing related literature and consulting an ad hoc panel of experts on energy and education. We then apply the analytic hierarchy process (AHP) to determine the indicators of the framework and their priority or weights. The results show that the dimensions of ‘civic responsibility for a sustainable society’ and ‘low‐carbon lifestyle’ are considered most important as an energy educational goal. Among the indicators, ‘awareness and self‐efficacy’ and ‘identifying carbon‐less technology and action plans’ are ranked first and second. Application of this framework in K‐12 curriculum and relevant educational issues are recommended.