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Energy Literacy of Economics Students in Rijeka: Knowledge, Attitudes, and Behavioral Approach

Author

Listed:
  • Ljerka Cerović

    (Faculty of Economics and Business, University of Rijeka, Ivana Filipovića 4, 51000 Rijeka, Croatia)

  • Ana Malnar

    (Faculty of Economics and Business, University of Rijeka, Ivana Filipovića 4, 51000 Rijeka, Croatia)

  • Dorotea Sinčić

    (Faculty of Economics and Business, University of Rijeka, Ivana Filipovića 4, 51000 Rijeka, Croatia)

Abstract

The research problem of this paper is related to numerous open questions in the field of energy, its understanding, its use, and the challenges of the energy future. After the introductory part, in which a brief historical overview of energy literacy is provided, the paper focuses on energy literacy, its emergence, and the different approaches to its definition and measurement. The paper analyzes the energy literacy of students at the Faculty of Economics in Rijeka based on their cognitive, affective, and behavioral skills. Their knowledge about energy, energy processes, and the energy efficiency of the objects they encounter on a daily basis is examined. Their personal attitudes and values are examined through various forms of personal initiatives and active participation in energy sustainability projects. Finally, the habits and behavioral patterns that the respondents have in their daily lives and their tendencies to save energy resources and find energy-efficient solutions are examined. Despite some positive findings, the current results are not satisfactory and point to the creation of adequate public policies with a particular focus on education and the role of the corrective mechanisms of the state, but also the need for joint negotiations between policy makers, regulators, scientists, representatives of civil society, and the business community. The particular contribution of this work is reflected in being the first research of its kind conducted among Croatian economics students, as well as among Croatian students in general; in the creation of a research instrument that is conceptually consistent with the findings from the existing literature, but with an original set of questions within each energy literacy skill adapted to the cultural and sociological background of the respondents; and in a kind of progress from previous research by taking into account the quantitative aspect (in addition to the qualitative) assessment of the respondents’ energy literacy.

Suggested Citation

  • Ljerka Cerović & Ana Malnar & Dorotea Sinčić, 2024. "Energy Literacy of Economics Students in Rijeka: Knowledge, Attitudes, and Behavioral Approach," Energies, MDPI, vol. 17(8), pages 1-31, April.
    • Handle: RePEc:gam:jeners:v:17:y:2024:i:8:p:1840-:d:1374096
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    References listed on IDEAS

    as
    1. Basu, Kaushik & Foster, James E, 1998. "On Measuring Literacy," Economic Journal, Royal Economic Society, vol. 108(451), pages 1733-1749, November.
    2. Julia Blasch & Nina Boogen & Claudio Daminato & Massimo Filippini, 2018. "Empower the consumer! Energy-related financial literacy and its socioeconomic determinants," CER-ETH Economics working paper series 18/289, CER-ETH - Center of Economic Research (CER-ETH) at ETH Zurich.
    3. DeWaters, Jan E. & Powers, Susan E., 2011. "Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior," Energy Policy, Elsevier, vol. 39(3), pages 1699-1710, March.
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