Energy education and its conception in the teachers education of the XXI century

Abstract

The energy and environmental crisis in the third millennium and its social implications accentuate the need to reevaluate, promote and transform energy education. The impetuous scientific-technological development that distinguishes the modern era has not only allowed human beings to deepen energy inequality and environmental deterioration, but also to favor the search for new alternative energy sources and increase the potential of technological innovation for more efficient energy generation and consumption, in balance with the environment.

In this context, the training of teachers should play a decisive role in the promotion and development of an energy culture in all sectors of the population, with contributions that should favorably influence the formation of people who are more committed in their actions to a more equitable and supportive use of energy to preserve nature.

A critical analysis of the state and research on energy education in teacher training at international and national level, reveals the need to meet the new conditions of the prevailing educational, socioeconomic, ecological and scientific context. The objective of this research is to update the conception of energy education in teacher training in the 21st century.