Interactive Cycles between Energy Education and Energy Preferences: A Literature Review on Empirical Evidence

Abstract

The ultimate goal of energy education is to cultivate citizens with energy literacy, which in turn influences the energy preferences of the general public. Various aspects, such as teaching, practice, publicity, and participation, all profoundly impact the formation of energy literacy. This study reviews the role of energy education in educational policy-making, the operation of educational systems, the design of innovative energy industry environments, and public participation. Through a systematic review, this study integrates empirical research across various contexts and environments. The relevant topics of empirical research include ‘energy education’, ‘energy literacy’, ‘energy preferences’, ‘energy education policy’, ‘operation of energy education systems’, ‘creation of a renewable energy industry environment’, and ‘public participation’. These studies indicate that energy education can enhance participants’ awareness of energy through knowledge transfer, enabling them to adopt more effective energy solutions and cultivate citizens with energy literacy. Energy education not only shapes the public’s energy literacy but also further influences energy preferences, which in turn can have profound effects on social interactions, market outcomes, and political and social systems. Finally, from the perspectives of ‘educational shaping’ and ‘cultural shaping’, the research explores the impact of energy education on the energy environment and people’s values. The findings reveal that society gradually forms a consensus on energy through long-term interactions, establishing a unique energy culture that subsequently influences the direction and implementation of national energy policies. There exist interactive cycles between energy education and energy policy: energy education influences public energy preferences, while energy culture, in turn, affects policy formulation.

1. Introduction

According to the IPCC reports [1,2], the overexploitation of energy resources has increased carbon dioxide and other greenhouse gases, exacerbating global climate issues. This makes reducing fossil fuel use, lowering greenhouse gas emissions, and promoting clean energy research and development core strategies for addressing the global energy crisis. The reports emphasize the urgent need for a comprehensive transformation of the global energy system over the next twenty years to address the pressing risks of climate change. Thus, societal technology is shifting from fossil fuels to systems based more on renewable and clean energy, with renewable energy and nuclear power technologies considered alternatives to fossil fuels [3,4,5,6]. These changes provide essential opportunities for energy transition in various countries.

The current global trend is shifting from fossil fuel-based centralized energy systems to renewable energy systems [4,7,8]. The shift to renewable energy is a revolutionary social change. It signifies a move from fierce competition over scarce resources (such as fossil fuels) to a future based on abundant renewable and clean energy [9,10]. Furthermore, the energy transition has driven the rise of environmental education and changed the direction of energy education [11,12,13]. Since the 1990s, frameworks defining energy and environmental literacy have been developed, measuring knowledge, emotions, cognitive skills, and behaviors, which are crucial for energy literacy [14]. The characteristics of energy education can be summarized as targeting all members of society, having long-term sustainability, and employing diverse implementation methods. Energy education should focus on ‘real-life issues’, providing practical educational content and emphasizing the broadness of the educational process and implementation locations to make it more relevant to people’s daily lives [15].

Energy education also includes energy security, addressing safety, competitive economics, and nuclear safety [16,17,18,19,20]. In energy transition and sustainable development, energy education tackles the world’s dependence on non-renewable and renewable energy. For example, the EU has highlighted its support for energy education through the Energy Efficiency Directive and is committed to enhancing citizens’ understanding of energy saving and efficiency [21,22]. Since the 1970s, energy education has become one of the practical approaches to addressing energy crises, with many developed countries and regions, including the US, UK, Japan, Australia, Canada, and the EU, incorporating energy education into their national education systems to respond to international events and the driving force of climate change [23,24,25,26].

Although energy transitions have evolved over time and through various events, the energy preferences and structures of different countries remain driven by multiple factors, including policies, technological innovations, market dynamics, and critical social norms such as culture and user preferences [27,28,29]. Long-term energy education and information dissemination can effectively enhance public support for energy policies [30,31]. Energy education is indispensable, whether it is optimizing national resource planning or effectively implementing government energy policies. Energy education focuses on subtle influence through practical, experience-based education, aiming to cultivate people’s attitudes and habits [32]. It helps society become more aware and actively engage in actions to achieve safe and rational energy use [33]. The main goal of energy education is to develop citizens’ energy literacy, which involves having relevant knowledge, attitudes, and behaviors. Energy literacy includes a positive attitude towards science, understanding scientific knowledge used in daily life (such as science-related information in newspapers, media, and the internet), and making informed decisions. This understanding and attitude towards science are interrelated in everyday life, affecting the application of scientific knowledge and decision-making. Engaging in and participating in learning and practicing energy-related knowledge are essential components of energy education. Energy education not only involves training professionals but also emphasizes the practical skills of non-specialists, encouraging the application of knowledge to real-world actions [15,34,35]. Energy educators strive to enhance students’ understanding of energy science, assuming that scientific knowledge will lead students to make informed decisions. Moreover, learning energy knowledge, citizens’ attitudes and values regarding usage choices are also critical education focuses [36].

Energy education should be a nationwide endeavor rather than merely an official government promotion or dissemination of lecture-based knowledge. It requires inclusivity, participation, practice, and application. According to the definition by the American Educational Resources Information Center (ERIC), energy education is an interdisciplinary field that covers topics such as energy resources, energy conversion, energy conservation, and energy forms and uses and integrates these topics into general education and technical education programs [37,38]. In 2006, the European Union’s Green Paper on Energy Efficiency explicitly stated that “education plays a strategic role in improving energy efficiency” and emphasized that “education is the foundation for the evolution of energy efficiency”. Advancing energy education, developing independent energy policies, incorporating energy as a distinct subject within national education systems, and supporting community and social education are critical approaches to refining energy policies. This helps break down public misconceptions about energy and enhances awareness of energy efficiency. It also fosters connections between citizens and critical participants in the sustainable energy sector, such as engineers, planners, non-governmental organizations, and government agencies. The collaboration will promote a diverse understanding of energy needs and perspectives, as well as a deeper understanding of cultural differences in everyday practices and energy use, achieving a harmonious development of energy, environment, and economy [39,40]. European and American energy policies emphasize energy education, recognizing it as a crucial tool for changing human energy consumption habits.

Energy education can be understood from both narrow and broad perspectives. Narrowly defined, energy education focuses on specific audiences and settings, including school education and vocational training. Narrow energy education aims to disseminate energy knowledge across various educational levels, foster correct energy use concepts and energy-saving habits among students, and provide contextual knowledge to support informed decision-making [41,42,43]. Additionally, it includes advanced training for professionals in energy economics, technology, and management. Broadly defined, energy education includes educational and promotional activities that do not target specific audiences or locations. In addition to narrow energy education, it encompasses public energy information reporting, awareness campaigns, and participation activities [44]. This form of education actively promotes national energy education and energy-saving advocacy and provides accurate and balanced information on energy security to reduce individual and societal anxiety about energy risks [16,17,45]. Understanding energy risk issues and conflicts helps build public trust in emerging technologies [46,47].

Energy education primarily focuses on energy awareness and conservation education to subtly cultivate citizens with “energy literacy”, mainly through research on energy security and energy-saving behaviors. However, energy education is not just about policy promotion and expanding educational settings; it also requires active public participation. Collective actions, multi-actor networks, and social and technological innovations during the energy transition are crucial in shaping energy transformations [48]. Collective action refers to the behavior of a group of individuals (whether personal or organizational) collaborating to pursue a common social benefit [49].

This can be illustrated through transformation experiments. According to Fischer-Kowalski and Rotmans [50], transformation experiments refer to specific collective innovations emerging in local and regional energy transition contexts, such as community solar programs or energy cooperatives. In practice, increased societal engagement in energy activities and accelerated energy transitions may lead to higher energy use in specific regions and particular groups. However, these energy sources may come from diverse energy mixes [51]. The complexity and changes within social-technical systems and the interconnections between critical drivers of social energy participation must be emphasized [28,50].

Energy education and its broader scope must target the entire public to ensure it reaches all demographics [12]. Kolb’s [52] experiential learning model offers a robust framework for understanding the learning process. This model suggests that learning is creating knowledge through transforming experience. Its broad goal is to provide practical knowledge and foster a deeper understanding of the facts, concepts, principles, and technologies related to energy use, including participation in energy management. Public participation is a critical factor in driving citizens toward sustainable lifestyles because participants are more likely to take action when they perceive their activities as credible [53,54,55]. The effectiveness of energy education can be assessed based on the depth and level of engagement it achieves with the public.

Energy education faces different social groups, where individuals’ income and social status influence their preferences and choices regarding energy. The same educational and promotional approaches can yield varying feedback in different contexts, leading to distinct challenges. Research shows that consumers of different ages and socioeconomic statuses exhibit differences in their energy choices [56,57,58,59]. Younger consumers tend to be more receptive to new energy technologies due to greater exposure to energy knowledge and innovations. Income disparities also affect energy preferences [60,61,62]. Higher-income groups are more willing to invest in emerging energy sources, with their preferences and willingness to pay for these resources increasing alongside their income. Additionally, consumer awareness and income levels vary according to different economic developments and urbanization processes [63,64,65,66,67,68]. As environmental changes and international trends drive energy transformation, society is increasingly recognizing the importance of this shift, which depends on widespread participation [69]. Consequently, the functions and significance of energy education are growing, and enhancing public education can help people understand the ongoing energy transition and improve acceptance of current changes. Different educational methods should be employed for various groups, emphasizing shifts in social norms and increasing consumer awareness while providing accessible information to help the public better assess the benefits and drawbacks of emerging energy sources. Different social groups and consumers prioritize different energy issues, adding complexity to energy education and diversifying its objectives, which may require varying degrees of promotion, outreach, knowledge dissemination, and technical education. As international trends foster energy transformation, the importance of energy education is becoming increasingly evident, encouraging greater investment of resources and manpower in planning and implementing energy education initiatives.

Energy education can be explored from the following perspectives: First, education policy formulation involves developing recommendations to promote new initiatives and provide a foundation for decision-making and planning. These policies encourage the widespread implementation of energy education and support-related programs and measures. Second, education system operations encompass the responsibilities of academic institutions and educational units in training talent, providing technical and scientific support, and developing educational and training programs. These institutions offer essential technical and knowledge support to the formal education system, advancing the depth of energy education. Third, the industry innovation environment involves technological development and the commercialization of products, focusing on research and development of standard technologies and commercial products in the industry. Industry participants drive the practical application of technology through collaborative research and development, seeking technical and scientific support. This process also includes attracting manufacturers to participate and providing investment funds and research grants to facilitate technology dissemination and application. Fourth, public participation and promotion aim to extend energy education to the general public through promotional activities and incentive measures to encourage actual participation. It involves creating a knowledgeable society through debates and decision-making discussions [6]. Both objective and perceived knowledge are related to energy preferences and choices [70]. Sharing information on energy security reduces concerns about energy safety and highlights the benefits of new energy projects, helping to mitigate public opposition to these projects. The application of environmental technologies should also be emphasized, with efforts to create a supportive environment that fosters the practical implementation of energy technologies and ensures their effective application.

Many scholars studying energy issues have found that, from the theory of reasoned action, public hesitation towards emerging energy sources often stems from subjective perceptions, which can reduce their willingness to choose these options [71,72,73]. Therefore, enhancing public understanding and awareness of energy is a crucial step towards making objective energy choices, and energy education plays a key role in the overall energy transition and related issues. This study aims to explore two aspects: first, whether knowledge transfer and information promotion can help the public lower their subjective biases, allowing them to engage with energy knowledge from a more objective standpoint, thereby improving their energy literacy and influencing their preferences. Second, whether the public’s energy preferences, which shape the social and political energy culture, can in turn impact the direction and implementation of government energy policies, creating an interactive cycle between energy policy and energy culture.

This study systematically reviews a substantial body of academic, empirical, and technical literature to integrate empirical results related to energy education across various research contexts and environments. Currently, most studies on this topic focus on advanced countries in Europe and North America, where the emphasis on energy education has developed earlier and the overall volume of research is more abundant [74,75,76,77,78,79,80,81,82]. With the international community increasingly prioritizing the transition to renewable and clean energy, related research on Asia is also on the rise, alongside a growing number of studies of other developing countries [83,84,85,86,87]. By examining research samples from around the world, this review can consolidate the scope and trends of energy education’s impact, providing a more objective analysis. This study primarily focuses on empirical research literature, where many studies employ regression methods to validate the relationships between variables [74,75,76,80,84,86,87,88]. Additionally, some research uses analysis of variance to examine whether differences among data sets are statistically significant [85]. Furthermore, some studies adopt a case study approach to deeply explore the complex issues within energy education, providing comprehensive theoretical analyses and detailed explanations [89]. Many empirical studies extend beyond developed countries; as attention to energy transition grows, other regions are increasingly exploring energy education-related topics. Such analyses allow for a more objective understanding of whether the trends in energy issues and energy education align across different backgrounds and economic conditions. Through various empirical research methods, particularly regression models, this study effectively validates the relationships between the development of energy education and related variables, offering objective predictions about the scope of energy education’s impact.

Using Google Scholar as the primary search engine, we identified relevant academic, empirical, and technical literature to explore how energy education progressively influences people’s energy literacy and social participation. Our research focuses on analyzing energy education’s practical engagement and impact across different social levels and understanding how these impacts shape social and cultural atmospheres and energy preferences. Additionally, we examine how energy education, by affecting energy exposure and choices, influences energy policy from the bottom up, creating a cyclical relationship between energy education and energy policy. In addition to using keywords such as ‘energy education’, ‘energy literacy’, and ‘energy preferences’, we also employed keywords such as ‘energy education policy formulation’, ‘energy education system operation’, ‘creating an innovative energy industry environment’, and ‘public participation’ to comprehensively explore both narrow and broad contexts of energy education and its actual impacts. Finally, the authors will explore the impact of energy education on the energy environment and people’s values from the perspectives of ‘education-shaped’ and ‘culture-shaped’, as well as how these impacts feedback into energy policy. Figure 1 presents a conceptual framework derived from the literature review from the perspective of energy education, including aspects such as formulation, education system operation, creating an innovative energy industry environment, and public participation, forming a top-down and bottom-up cyclical influence.

The structure of this article is as follows: Section 2 will discuss the formulation of energy education policies; Section 3 will elaborate on the operation of the education system; Section 4 will introduce the creation of an innovative environment in the energy industry and the role of manufacturers in energy technology commercialization; Section 5 will explain strategies and benefits of public participation; and Section 6 will explore the impact of energy education on the energy environment and people’s value systems and how energy literacy formation subsequently influences policy thinking. Finally, conclusions and recommendations for future research will be provided.

2. Energy Education Policy Formulation

2.1. The Role of Energy Policy

Energy policy encompasses various issues, such as energy security, energy efficiency, renewable energy development, and climate change mitigation. These policies can be formulated at local, regional, national, or international levels and implemented through a variety of mechanisms, including laws, incentives, and subsidies [90]. Energy policy serves as a guiding framework for managing the production, distribution, and consumption of energy, aiming to ensure that energy is produced, distributed, and consumed in a sustainable, cost-effective, and secure manner. These policies are crucial for the effective utilization of energy resources to support economic development and social welfare, as well as for maintaining a sustainable environment and society. Given the broad scope of energy policy, the relationships among its stakeholders are complex, involving multiple layers rather than a simple binary opposition. Stakeholders include policymakers, energy producers, consumers, environmental advocates, and industry groups. When formulating energy policy, it is essential to consider the interests and priorities of different stakeholders and to develop a policy direction that balances the acceptability for the majority of those involved [91].

2.2. The Importance of Energy Education

For complex and wide-ranging policy issues, effective methods are needed to promote and guide the direction of energy policy to the public across all age groups. Energy education can analyze various topics in depth, providing information on pros and cons to help the public understand relevant knowledge, thereby building trust in energy and gradually shaping their preferences. Public preferences and choices regarding energy can be constrained by multiple factors. First, demographic factors such as age, gender, education level, income, and even political ideology can influence energy preferences [79,92,93,94,95,96,97,98,99,100,101,102]. Second, knowledge factors, including familiarity with energy, understanding of energy security, awareness of climate change risks, and comprehension of energy and climate policies, also affect preferences [92,103,104,105,106]. Enhancing knowledge of energy technologies and their associated risks can promote preferences for emerging energy sources. Furthermore, variations in different regions and policy initiatives may lead to differing impacts on energy preferences. By providing energy education targeted at various societal levels, enhancing understanding of energy and its risks can help reduce public constraints on energy preferences. According to the theory of reasoned action on energy issues [71,72,73], through the analysis and guidance of energy education, various issues related to energy policy can be gradually examined. This allows the public to gain a more objective understanding of the actual content of energy policies, enhances individual energy knowledge, and influences their attitudes toward energy choices, thereby indirectly affecting their energy preferences and selections.

2.3. The Impact of Education on Energy Policy

Energy policy plays a crucial role in developing energy education, helping society better understand the measurement and management of energy demands. Energy education is a component of energy policy. Public policy acts as a guiding force in this process, providing guidelines, incentives, and support through education and training to improve actions and overcome barriers within institutions, public and private organizations, and society as a whole, thereby promoting comprehensive cooperation [107,108,109]. For example, the U.S. Department of Energy has promoted several energy education policies, actively advocating within federal and state education departments. The U.S. NEED (National Energy Education Development) program aims to build social networks and partnerships, offering diverse and objective energy education and providing educators with professional training and teaching resources. The European Union has also recognized the importance of education in raising awareness of sustainable energy issues [110]. It has developed various educational and funding programs within its energy policy framework. For instance, the EU-funded “European Smart Energy” program includes multiple energy education projects such as the “Children’s Impact on Local Community Energy Consumption” project [111], the “Education for Energy” project [112], and Kids4Future [113], among others. These programs are implemented within various European educational contexts, including Comenius (school education), Erasmus (higher education), Grundtvig (adult education), and Minerva (information and communication technology education). The EU’s “energy security” policy is also one of its core interests. According to the European Green Deal (EGD), Europe aims to achieve climate neutrality by 2050 to promote economic growth and employment. The European Parliament supports educational programs through the Energy Efficiency Directive to enhance citizens’ understanding of energy saving and efficiency. Energy security education addresses various issues related to non-renewable energies (such as nuclear power, natural gas, and oil) and renewable energies (such as hydropower, geothermal, solar, wind, and biogas). In the context of non-renewable energy, science and education play an indispensable role in the digital modernization of the oil and gas industry, while training and international cooperation in nuclear technology enhance energy technological capabilities. In terms of renewable energy, energy education includes creating facilities to support the teaching and learning of sustainable energy and raising public awareness of renewable energy. These educational activities employ interdisciplinary approaches to advance the green economy and ensure energy supply security.

National energy policies should focus on achieving sustainable development goals, and energy education plays a crucial role in cultivating citizens with energy literacy. Public attitudes towards energy science vary based on their level of knowledge. As knowledge accumulates, rational decision-making becomes more effective. Therefore, understanding what it means to be an ‘energy-literate citizen’ is essential. In daily life, citizens with energy knowledge should be able to practice behaviors such as lowering thermostats, choosing energy-efficient appliances, recycling water, driving more slowly, and voluntarily carpooling. These behaviors can be seen as one of the ultimate outcomes of energy education in developing civic-minded individuals. Education on energy security challenges is also one of the conditions and critical issues for transformation [16,17]. It emphasizes energy transformation strategies with security impacts and the roles of renewable and non-renewable energy in developing sustainable energy systems. The adverse impacts of developing non-renewable energy are emerging in the context of energy system transformation. Education is viewed as a tool for transition and a guarantee for secure change, and this intentional integration is valued as it promotes the concept of a green economy and energy supply security. Understanding energy security and evaluating energy risks and benefits are crucial to cultivating civic literacy. According to Grossman and Krueger [114], Cutcu et al. [115], and Özbay and Duyar [116], environmental and energy awareness in education drive policymakers to formulate environmentally friendly policies, which is reflected as an inverted U-shape in the Environmental Kuznets Curve (EKC). Therefore, education plays a significant role in mitigating ecological degradation, and its role in achieving sustainable development goals will become increasingly critical in the future.

Long-term exposure to energy-related knowledge and practices helps society formulate policies that benefit national and regional interests. These policies are based on the concept of evidence-based practice, which integrates empirical evidence and professional judgment to develop policies best suited to a particular region or country [117,118,119,120]. For instance, Greece’s involvement in environmental energy education programs since 1997 has been successful, as it not only measured energy consumption behaviors of students and their families but also contributed to creating regional and national maps of energy consumption and conservation, influencing policy development [121]. Therefore, the long-term promotion of policies not only affects the broad exposure of society to energy issues but also fosters policy balance based on empirical evidence and professional judgment [118,122,123,124].

In summary, the formulation of energy education policies should be integrated with the development of national energy policies. By conducting in-depth analyses of various issues and empirical evidence, these policies can provide information on the pros and cons of energy, thereby enhancing public knowledge and trust in energy matters. The foundation of these policies lies in cultivating fundamental energy concepts and correct energy values, reinforcing habits and attitudes toward energy. Through the extension of educational policies, energy literacy can be incorporated into the education system, ultimately increasing societal emphasis on energy development and application.

3. Energy Education System Operation

Energy education research can be divided into two types: foundational education and training energy professionals [125]. Figure 2 illustrates the energy educational system’s target audiences and objectives. Regarding foundational education, many school curricula across different countries and cultural backgrounds emphasize the importance of sustainability and energy education, incorporating them into their research scope [126,127]. In these countries, energy education is often combined with education for sustainable development to support energy-saving thoughts and actions, enhancing individual scientific literacy [128].

3.1. Foundational Education—Student Education

Energy is a relatively abstract concept for the general public, and given its multidisciplinary nature, scientific enlightenment becomes an essential aspect of energy education. Schools are crucial in giving concrete meaning to these abstract concepts. Moreover, school education is crucial in shaping societal preferences, suggesting that normative perspectives on social preferences should be integral to optimizing institutional designs [129]. To guide individuals towards sustainable living, many schools have introduced educational programs focused on energy literacy and environmental literacy for students. These programs aim to enhance scientific literacy and develop future citizens’ roles in reducing household energy use and addressing climate change [130].

According to the International Renewable Energy Agency (IRENA), global energy transitions require knowledge and capabilities as critical elements and promote the development of energy literacy. Energy literacy (including knowledge, emotions, and behaviors) is a learning entity, thus necessitating effective planning and research at the K-12 level [121,131,132]. National energy education programs with clear objectives and support resources (such as NTET) appear to disseminate energy policies and promote energy conservation effectively. Since its introduction into primary and secondary schools in the early 1990s, energy education has become a significant field [126]. Initially, energy education was considered a part of environmental education and became a significant topic within environmental education [133,134]. Scholars, governments, and educators worldwide have proposed various educational programs, curricula, teaching materials, and methods related to energy issues, further emphasizing the importance of energy. Energy education programs in the United States, Japan, and Taiwan have positively enhanced students’ energy literacy, particularly concerning energy consumption attitudes and behaviors [135,136,137]. Therefore, providing well-structured energy education curricula for students is a valuable option for improving energy literacy. In addition to imparting energy knowledge, teachers can arrange various activities, such as field trips to power plants, factories, and manufacturing facilities, or conduct environmental activities to enhance students’ understanding of the impact of energy production and use on the environment and sustainable development [138]. The European Union has launched several experimental programs incorporating energy issues into the curriculum. For example, the EU’s “Comenius” program aims to facilitate sharing educational resources among member countries and integrate energy issues into school education. This program focuses on competency updating, integrating energy curricula with civic education, culture, and science courses, emphasizing new technology applications, and ultimately aiming to enhance students’ technological skills and self-awareness.

In Europe, government organizations, foundations, research centers, associations, and schools are dedicated to advancing energy education by providing diverse, innovative teaching tools and interactive activities. These tools and activities have clear educational objectives and engage students in enjoyable and immersive learning experiences [139,140,141]. For instance, some schools use experimental setups that simulate energy systems or interactive classroom games to spark students’ interest and understanding of energy issues. These interactive activities are grounded in real-world learning and are designed to stimulate students’ interest and motivation, aiming to address or solve specific challenges. The ‘learning by doing’ principle is fully embodied in these activities, allowing students to gain profound energy-related experiences through active participation. This leads them to change their behavior and apply their learning in school and home settings. For example, some students use the energy-saving knowledge they acquired at home and share it with friends and family. Ultimately, these energy education mechanisms enable students to pass on their knowledge to their peers and parents and create a multiplier effect through educational models, promoting broader societal awareness of energy issues [121,142].

For a long time, empiricism in energy education has significantly influenced the United States and European countries, emphasizing knowledge development through practical experience and appropriate induction or deduction. Consequently, these countries place a strong emphasis on student agency and opportunities for participation when designing curricula. In the UK, energy education combines engaging practical courses with drama to enhance both the enjoyment and practical relevance of learning. Italy focuses on the tangible outcomes of energy savings, involving community participation to help teachers, students, and parents work together to achieve energy-saving goals. Finland integrates energy-saving values into formal and informal curricula to build students’ awareness of energy efficiency. Greece promotes environmental energy education programs, embedding energy-saving behaviors into daily life to make them natural habits [111,112]. In the United States, the National Energy Education Development Program (NEED) organizes its curriculum into five levels according to Goodlad’s theory: conceptual curriculum, formal curriculum, perceived curriculum, operational curriculum, and experiential curriculum. These courses use a combination of theory and practice to influence students and ensure that knowledge is applied in real-life situations. Another critical area of energy education is energy security education, which includes using online materials, virtual reality, augmented reality, and advanced systems based on artificial intelligence, modeling tools, and simulations. Challenge-based learning and research-based teaching are also crucial methods for achieving educational goals. These factors are critical in integrating energy security issues into formal education systems. As energy use continues to evolve, topics such as energy security, energy equity, and environmental sustainability are becoming increasingly relevant.

3.2. Training Education Professionals—School Teachers and Relevant Education Staff

Not only is student education emphasized, but training programs for school teachers and relevant educational staff are equally important [143,144]. For example, in France, each regional education authority has established dedicated supervisory committees responsible for designing and delivering teacher professional development activities. The work of these committees includes equipping classrooms with various teaching tools and resources to enhance teachers’ motivation and effectiveness. In Europe, the FEEDU program (Energy Education for Sustainable Development) pays special attention to teacher training and incentive measures, including providing professional development courses, equipping teachers with appropriate energy teaching aids, and establishing teacher networks to facilitate experience sharing and exchange. These measures aim to enhance teachers’ instructional abilities and improve students’ energy literacy and awareness of energy issues.

3.3. Training Education Professionals—Energy Professionals

The scope of energy education includes general educational training and specialized training programs for energy professionals. These programs focus on improving the efficiency of energy technologies, conserving energy, developing new energy methods, and exploring and implementing strategies for energy development [145,146,147]. They provide technical and scientific support and develop educational and training programs tailored to energy technologies, covering various aspects such as resource assessment, technology, environmental impact, and economic and socio-cultural issues.

Many countries place significant emphasis on energy research and the development of professional talent. They frequently organize academic conferences, fund research, and encourage energy research institutions to develop innovative technologies. At the same time, private foundations actively engage in energy education, funding domestic research and conducting international comparative studies to promote a deeper understanding and improvement of national energy conditions. These initiatives help reduce disparities in energy use between regions. Energy education employs complex, interdisciplinary approaches, combining literacy and social concepts with science, technology, engineering, and mathematics (STEM) concepts [148,149,150]. Demonstrative activities related to renewable energy and energy security involve innovative learning environments and tools, such as learning platforms, BioprotecENV, or educational algorithms for training renewable energy technicians. These professional training programs focus on providing learning opportunities that integrate theory and practice, including lectures, laboratory work, demonstrations, practical skills training, design, manufacturing, and troubleshooting. Professionals can provide energy education and deliver effective education to diverse audiences within a short time, helping society understand local or regional energy needs [151,152]. They take on the necessary work demands and responsibilities in the energy field, playing a crucial role in advancing the development and application of energy technologies.

3.4. The Importance of Energy Education Systems

Systematic energy education has a profound impact, enhancing individual awareness of energy and the environment and fostering societal understanding and behavioral changes regarding energy use. The effectiveness of energy education and its outcomes can elevate global environmental consciousness and responsibility, as well as an understanding of energy security [142].

• Systematic energy education helps individuals recognize their responsibility toward the global environment. By gaining a deeper understanding of energy sources, usage, and environmental impacts, individuals can better grasp their roles and responsibilities within the global energy system.
• Energy education fosters a closer connection between society and energy. Energy education enables society to engage more intimately with energy issues, helping people comprehend the current state of energy and its future developments. This understanding supports a well-rounded view of energy and encourages sensible energy use and policy advocacy.
• Energy education can drive behavioral changes and enhance energy literacy. Energy education encourages individuals to alter their energy use behaviors, promoting energy-saving and environmentally friendly lifestyles. These changes extend beyond the individual level to households, communities, and society.
• It increases familiarity with emerging energy sources and challenges. Through education, the public can learn about the potential and challenges of emerging energy technologies and explore ways to overcome these obstacles. Such knowledge helps society adapt to and embrace new technologies, improving energy efficiency.
• It cultivates engagement and problem-solving abilities. Energy education equips individuals with the skills and knowledge necessary to participate in solving energy and environmental issues. This includes understanding energy problems, engaging in relevant discussions, and developing solutions.
• Energy education enhances societal awareness, knowledge, attitudes, and confidence.

Participation in energy education increases citizens’ awareness and knowledge, fostering a proactive understanding of energy issues [153,154,155]. This knowledge and attitude translate into behavior, helping shape responsible environmental practices and informed energy choices. From the theory of reasoned action, enhancing the public’s understanding of energy knowledge through energy education can promote an improved attitude towards energy use, thereby indirectly influencing their intention to choose certain energy sources. The stronger the positive attitude towards energy use, the more it will positively impact their energy preferences.

In summary, through systematic implementation, energy education can have a profound impact at both individual and societal levels, enabling everyone to make environmentally beneficial energy choices and behaviors based on knowledge. This form of education enhances public understanding of energy and environmental issues and lays a solid foundation for future sustainable development.

4. Creating an Innovative Environment for the Energy Industry

Energy education extends beyond formal educational systems. With the evolution of times and technological advancements, manufacturers and relevant R&D units also require space for commercialization and practical implementation. Establishing partnerships between industry and academia represents a breakthrough in learning environments and offers various cooperative models, such as joint R&D projects, technology transfer agreements, internship programs, and expert exchanges [156,157,158]. These collaborations help develop technologies that meet current energy market demands and explore opportunities for energy technology development. R&D and learning are fundamental elements of technological innovation [159,160]. Learning to gain experience is necessary for new technology concepts to apply on a large scale. “Learning” can reduce costs, improve proficiency in technology operations, and support the introduction of new technologies, making it essential for new technologies to enter widely used fields [161,162,163].

4.1. The Concept Framework of Innovative Energy Industry Environment

The commercialization of energy technology products depends on technological barriers and existing market conditions. This learning concept framework is referred to as the innovation system. An innovation system comprises various factors, including the knowledge base, technology costs, expected outcomes of the technology, the behavior of product R&D participants, networks between participants, and institutions that can advance and facilitate innovation [164,165,166,167]. In emerging technology markets, companies often hesitate to make bold investments in early-stage R&D due to concerns about needing more returns, leading to underinvestment in initial R&D phases. Generally, governments can encourage innovation by offering certain incentives to reduce uncertainty associated with early learning and R&D investments. Research suggests that governments can adopt “technology-push” strategies to reduce private innovation costs, such as funding R&D, providing tax credits for R&D investments, enhancing knowledge exchange capabilities, supporting education and training, and funding demonstration projects [168,169,170].

In the product development process, collaboration among government, businesses, and researchers is crucial [171,172]. Figure 3 illustrates the roles involved in the innovative energy industry environment. Researchers contribute through their technological and scientific assets and by training and educating the workforce needed to commercialize the technology. Business involvement ensures reasonable opportunities to advance the technology innovation process successfully. Government support for basic research is essential, as the public nature of technology requires the government to play multiple roles in the innovation process. This includes acting as a significant funder for research, development, and demonstration (supply-push), as well as supporting the creation of a market environment that is conducive to innovation and stimulating market demand for technology (demand-pull) [168,173,174,175].

To reduce environmental impacts and keep pace with technological advancements, governments encourage investment in energy technologies with market potential by providing incentives, funding, and research financing to overcome barriers in the energy economy [176,177,178]. Businesses, aligned with relevant policies and technological progress, often collaborate with academic institutions in research and development to bring technological innovations to market. Creating an environment conducive to research and learning enhances the willingness of companies to convert viable technologies into commercial products, attracting and stimulating collaboration with manufacturers with technological and scientific support. The construction of innovation systems and environments allows companies to learn from failures, making them more willing to develop and commercialize new energy technologies and attempt to overcome production thresholds. This approach benefits the development and dissemination of energy technologies and makes it easier for society to adopt and engage with emerging technologies.

4.2. The Importance of Innovative Energy Industry Environment

Countries are searching for sustainable and more effective alternatives to address energy demands and environmental issues and seek better technological solutions [179,180]. Smart grids, as an advanced power network, utilize intelligent communication, monitoring, and management systems to gradually replace traditional grids and meet the needs of the 21st century. Smart grids are characterized by their environmental friendliness, advanced technology, and support for bidirectional power flow [181,182]. However, developing intelligent grids requires the coordination of various elements, such as technology and skilled professionals. Countries are working hard to create favorable environments for innovation and learning [183]. Using innovative grid models can only be challenging with proper platforms and policies. Relying solely on research at the corporate level may not fully explain the development of this energy network [184]. In 2005, the European Commission (EC) established an expert group known as the Smart Grid European Technology Platform (Smart Grid ETP) to formulate a unified vision and research plan for Europe’s intelligent grids (SG) [185]. This initiative aims to create a conducive environment for product development and reduce concerns during the learning process. Over the past few decades, more than a hundred intelligent grid R&D projects have been launched across 30 European countries, covering all stages from learning to development. These projects are focused on integrating multidisciplinary participants and vendors with varying interests, business models, regulations, and technologies to ensure the interoperability of innovative grid systems. Governments are also establishing supportive policies and regulations to benefit all stakeholders. Over the past decade, the European Union has invested nearly a billion euros in European smart grid projects to foster a supportive environment for innovation, providing space for trial and error for both manufacturers and researchers while encouraging capital investment [179,186,187]. The development of the energy sector requires multi-faceted collaboration and a learning environment conducive to innovation.

A thriving innovation environment in the energy sector needs to provide a worry-free development platform for researchers and companies and address how to achieve widespread market recognition and acceptance of emerging energy technologies. Introducing energy products requires active public participation, which stimulates public interest and provides opportunities for people to engage with, learn about, and participate in new energy technologies. Promoting awareness of emerging energy sources can be achieved through incentive measures and promotional activities, including establishing channels to enhance public knowledge and involvement. Energy education plays a crucial role in creating an environment of public participation, dispelling public doubts, enhancing understanding of various energy sources, and improving individuals’ ability to assess their energy preferences.

5. Strategies for Public Participation

The ultimate goal of energy education is to engage the entire public and enhance the cultural impact on society [188]. As emerging energy technologies and societal thinking evolve, people will gradually integrate into the lifestyle of new energy sources. It is essential to strengthen the promotion and dissemination of emerging and clean energy technologies, helping the public understand these different technological developments and encouraging active participation. Society should actively apply technologies based on their context and use incentive measures to promote and encourage experimentation [15,35,189]. Energy education can guide the public in understanding new energy lifestyles, facilitate practical applications, and ensure the implementation of relevant regulations. By establishing experimental and learning platforms across society, everyone can engage in exploration and progress within such an environment. Regularly hosting public debates on emerging energy topics and promoting their pros and cons can increase public awareness and acceptance of new energy sources. Integrating such promotional activities into public energy education can also enhance support for government energy policies [86]. Governments, universities, and schools should take steps to inform the public and students about the benefits of emerging energy technologies, future energy systems, and markets while addressing concerns about energy security. Media and online platforms also play a crucial role in accelerating the spread of new technologies.

Energy security has always been a critical concern for the public and frequently raises doubts. In contemporary society, energy technologies act like a double-edged sword, having both positive and negative aspects. Nuclear energy is a prime example, having sparked controversy and discussion in various parts of the world. Despite being considered a potential solution for energy shortages due to its status as a greenhouse gas-free power generation method [5,190,191,192], nuclear energy’s risks and conflicts remain integral to the functioning of technological societies. People’s responses to these risks might reflect a broader global anxiety about the future [45]. Energy security education can help the public understand the potential changes associated with these technologies and provide accurate information and flexible learning spaces. Such education should promote discussion, information exchange, and deepening societal perspectives, fostering a trusting atmosphere that encourages public participation [193,194]. Through participation and learning, public experience, emotions, and trust in information sources significantly impact social and economic reasoning and decision-making processes. Therefore, the effectiveness of energy education relies on the accuracy, balance, and relevance of the information provided. They detail risk decisions and ensure that the information influences participants’ value systems [195,196]. Before achieving societal acceptance, education should offer accurate information to instill correct value judgments. Energy security education must also understand the differences in rationality between experts and the public [197,198]. Failing to recognize the potential benefits of specific emerging energy projects may increase public opposition. Consequently, the knowledge transfer process should create a platform for public participation and learning to foster a comprehensive understanding of energy technologies.

5.1. The Importance of Public Participation

Faced with the global pursuit of low-carbon living, traditional and future energy structures are set to undergo significant changes [199,200,201]. Traditional energy systems are designed to provide highly controllable supply to meet largely uncontrolled demand. However, the supply side will become more unpredictable and less flexible in future systems, while the demand side will become more adaptable (for example, through smart meters and smart appliances) [202,203]. This will make prediction and management more complex, especially with new demands [204]. The suitability and preference for energy are difficult to predict with a fixed model. Therefore, it is essential to keep the system open and create a learning-friendly environment for the public, encouraging them to explore and learn through diverse approaches [205]. Feedback should be sought during implementation and learning through practice should prompt further public reflection. Promoting technologies and policies that align with local culture and lifestyle can create opportunities for public participation in new energy lifestyles [206,207,208,209]. Social participation can alter the public’s sense of detachment from energy issues and enhance social acceptance [210,211]. Only by deepening public understanding of energy can we better prepare for adjustments in technology and lifestyle. For example, Ireland’s ten-year renovation plan provided numerous opportunities for widespread public participation, fostering discussions on expectations, standards, and social norms related to emerging energy technologies [212,213]. Such approaches help people engage with new energy technologies, understand their impacts on daily life, and visualize future living scenarios. Furthermore, public participation will connect key stakeholders in the sustainable energy sector, including architects, engineers, construction workers, planners, NGOs, community development organizations, government departments, local authorities, energy agencies, and researchers [214,215,216]. By involving the public, we can promote mutual learning within society, deepen understanding of diverse energy needs and perspectives, and address differences in daily practices and energy use. These discussions may reflect specific locations’ social, technological, and energy contexts. Overall, community-based approaches can better meet residents’ specific needs and contribute to broadening social participation [39,211,217,218,219].

5.2. The Impact of Public Participation on Energy Sector—Community Energy

Community energy is considered a specific form of public participation in the energy sector [200,201,202,203,204,205,206,207,208,209,210,211,212,213,214,215,216,217,218,219,220,221,222,223,224,225]. Research on community energy indicates that learning within or between communities and collective learning through networks and exploration of emerging energy technologies plays a crucial role in the formation and effectiveness of producer-consumer collectives. Public participation and learning facilitate knowledge creation and social-cultural learning, which are critical features of public participation. Germany and the UK have adopted different approaches to promoting community energy, each providing societal benefits and effectively addressing the challenges faced by community energy programs in their respective contexts. Community energy encompasses various activities, including rural communities setting up wind turbines, communities collecting waste for combined heat and power plants, and allowing neighboring communities to participate in large-scale energy investments. Germany supports installing renewable energy through Feed-in Tariff (FiT) schemes, which helps build a strong community energy movement [226].

In contrast, the UK uses market-driven approaches to promote emerging energy technologies. The UK’s Renewable Portfolio Standard (RPS) requires energy utilities to generate a fixed percentage of electricity from renewable sources or pay a compensation fee. These policies and support measures help broaden public awareness of energy issues and encourage society better to assess the advantages and disadvantages of energy choices.

5.3. The Impact of Public Participation on the Energy Sector—Smart Meters

In addition, with the widespread adoption of information and communication technology (ICT) in society and the increasing connectivity of battery-powered devices, modern network applications are increasingly focused on energy efficiency [227,228]. The Internet of Things (IoT) technology is now ubiquitous and offers a range of applications and services [229,230,231]. One policy initiative in some countries is to use smart meters and real-time display systems to encourage people to understand their energy consumption better and potentially alter their energy usage behavior. Smart meters operate on principles that include measurement, control, communication, power supply, display, and synchronization functions. This technology provides a comprehensive solution for recording, monitoring, and controlling household energy consumption. Intelligent meters facilitate collaboration through bidirectional communication and information sharing between service providers and consumers [232]. They closely integrate individuals, technology, and society by collecting and disseminating information about energy or electricity suppliers and consumer behavior and taking action based on this information. Implementing a fully functional and secure smart grid involves overcoming numerous technical, legal, ethical, and social challenges, such as equipment malfunctions, energy leakage, and energy theft. To promote the integration of new energy technologies into daily life, energy education can guide societal participation and introduce incentives, such as opportunities to reduce electricity bills, and enhance public trust and familiarity with new technologies. This also improves the comfort of daily energy consumption patterns and increases public participation. The successful widespread adoption and increased public participation in technology are influenced by various factors, with consumer engagement being a key issue [233]. This highlights the importance of educational programs and awareness-raising activities. Consumer decision-making relies on the successful implementation of energy efficiency policies and energy education [91].

5.4. The Impact of Public Participation on the Energy Sector—The Concept of Prosumer

Public participation helps to deepen energy awareness and promote the development of smart meters and community-based energy systems [234,235,236]. The rise of community-based energy reflects the ability of communities to adjust according to their own energy needs and their willingness and enthusiasm to engage in local energy production. This involvement helps address and adjust the shortcomings of the current electricity market while satisfying the community’s desire for energy choices. Households and communities are not merely passive electricity consumers but active energy producers or prosumers, participating as investors and asset owners. This role enables them to make critical investment decisions based on the advantages and disadvantages of energy choices. This concept originates from the term “prosumer”, which refers to energy users who generate renewable energy in their environment and store surplus energy for future use or sell it to interested buyers [237,238,239]. Community residents transition from consumers to prosumers, providing various ancillary services to the power system, including microgeneration, demand management, demand response, and energy storage. They may even own their photovoltaic arrays, combined heat and power systems, and battery storage facilities or become investors in wind and solar power plants. By actively participating in energy regulation activities, community residents can better understand their needs, reducing reliance on traditional centralized power structures and utility-led decision-making mechanisms. They can also better comprehend their potential roles in future energy systems. This shift towards renewable, small-scale, and decentralized systems transforms community residents into a new type of energy entity, the “prosumer”. As the public moves from being passive energy consumers or policy recipients to proactive producers and consumers, they are more likely to challenge the monopoly of traditional energy companies and return energy benefits to the broader community [240,241,242].

Current developments influence the depth of public participation in energy education in energy technology and decentralized social systems and practices. According to Szulecki et al. [243] and Szulecki and Overland [244], Germany adopts an active and encouraging approach to learning by promoting public participation and local community autonomy, relying on the collective wisdom of residents. In the energy decision-making process, Germany has incorporated more participation mechanisms and learning opportunities, thus uncovering new opportunities for emerging energy development within local contexts and reducing the monopoly of large power plants while finding the most suitable energy solutions for themselves and their communities. By guiding new knowledge and creating flexible learning spaces, public participation fosters exploration in the collective learning process of energy and gradually assimilates this process [245]. With the advancement of scientific and technological knowledge and public engagement in social learning, new social and cultural practices are integrated and formed [154,246,247,248,249,250]. Through civic participation, the public can actively engage in planning, developing, producing, and consuming emerging energy technologies.

Knowledge created through participation can more accurately diagnose problems and provide feasible solutions because it incorporates multiple perspectives. Citizens acquire knowledge through participation, gaining deeper insights into energy preferences and opinions [251]. In some cases, this participation encourages more profound thinking. Citizens are seen as holders of practical or local knowledge, often requiring more in-depth collaboration with citizen groups or communities. This integrative perspective is crucial for generating practical knowledge targeted at specific issues, which is also more easily implemented in local contexts [252]. The knowledge accumulated during participation can prompt participants to change their behavior, increase awareness, and adopt more effective solutions [253,254,255,256].

Through the implementation of comprehensive energy education, the public gains opportunities to understand energy and its security, either directly or indirectly, and becomes actively involved in response to energy developments and policy incentives. This education allows individuals to access and learn about new energy sources, helping them make informed choices about energy technologies based on economic and environmental considerations and to engage in related development and investment. This relies on the open attitude and environment fostered by energy education, which influences energy choices. The ultimate goal is to ensure that all citizens possess a certain level of energy literacy and can choose energy options that best meet their own or societal needs with an open mindset.

6. Education-Shaped Energy Preference and Culture-Shaped Energy Policy

The overall benefits of energy education can be understood through teaching, practice, advocacy, and participation, each of which profoundly influences the development of energy literacy. According to Chapman et al. [257], there is a close link between education and awareness of energy technologies. The study found that energy awareness is related to preferences for specific energy technologies. The formation of energy literacy is influenced by personal experiences, evidence, and assessments of one’s interests, all of which affect future energy choices and preferences. Since factors such as emotions, experiences, social and cultural environments, and prevailing values play essential roles in judgments, it is necessary to provide diverse information to help people make rational decisions [258,259]. Energy literacy is the ultimate goal of energy education. In other words, energy education shapes public energy literacy, which further influences public energy preferences, forming the concept of how energy education shapes energy preferences.

6.1. The Concept of Energy Literacy

Energy literacy is a multidimensional concept encompassing cognitive, emotional, and behavioral dimensions [260,261]. Based on this understanding, individuals with energy literacy should possess the following characteristics: (1) a basic understanding of energy consumption in daily life; (2) awareness of the environmental and social impacts of energy production and consumption; (3) recognition of the influence of individual, group, and corporate decisions and actions related to energy on the global community; (4) comprehension of the need for energy conservation, reduction of carbon footprints, and development of alternative energy sources; and (5) commitment to making informed choices and decisions based on their understanding of energy development and consumption, as well as relevant skills [260]. In addition to the dimensions and definitions proposed by DeWaters and Powers [136,260], energy literacy should include civic responsibility and participatory education.

6.2. The Relationship between Energy Literacy and Energy Education

Energy literacy and knowledge are crucial for enhancing national energy conservation awareness, advancing national development, contributing economically, improving energy efficiency, and promoting sustainable development [255,262]. Increasing energy knowledge helps individuals make informed decisions and take responsible actions, vital for ensuring sustainability in the coming years [261]. Individuals with energy literacy are better equipped to use energy effectively, participate in and drive energy-related decisions, and contribute to creating a more equitable energy future. Scientists studying energy issues must actively cultivate citizens with high levels of energy literacy to make informed energy-related decisions and demonstrate sustainable energy consumption individually and collectively. Energy literacy includes understanding the production, transportation, storage, distribution, and use of energy and recognizing its environmental and social impacts. The government and private sector, particularly energy companies, must work to elevate public energy knowledge. However, education and academia play a crucial role in this regard. Education can promote responsible energy use and enhance energy literacy [33,121]. It can also establish effective communication models to improve individual energy literacy, thereby fostering energy’s rational and practical use [33,121,263]. Generally, energy education aims to raise awareness of energy crises, help people understand the relationship between energy and the environment, and promote environmental sustainability across countries [264].

6.3. The Theory of Reasoned Action on Energy Preferences

Based on the theory of reasoned action, energy behavior can be predicted through behavioral intentions and perceived behavioral control, which are influenced by attitudes toward the behavior, subjective norms, perceived behavioral control, and personal norms. In this process, awareness of consequences plays a crucial role in the relationship between basic energy knowledge and behavioral attitudes. The interaction between basic energy knowledge, civic scientific literacy, critical thinking skills, and environmental values is essential for predicting awareness of consequences [255,265,266]. Further exploration into the dimensions of energy literacy behavior highlights that the development of energy literacy should focus on enhancing civic responsibility, changing lifestyle habits, and improving the ability to apply technological knowledge flexibly to adopt appropriate energy-saving behaviors when facing energy issues [260,267]. The public with energy literacy can better understand sustainable energy consumption practices, engage in critical thinking, and actively choose energy knowledge [188,267,268]. The impact of basic energy knowledge on awareness of consequences depends on scientific literacy, critical thinking skills, and environmental worldviews [269]. Therefore, increasing public energy literacy and cultivating a generation with energy literacy is crucial. This will transform young people’s attitudes, behaviors, beliefs, and knowledge regarding energy, thereby providing valuable information for future energy choices [260]. Energy literacy influences behavior and requires individuals to possess scientific knowledge and make informed judgments [270]. DeWaters and Powers [260] emphasize that energy literacy includes a deep understanding of relevant scientific and technological knowledge to ensure accurate value judgments in energy-saving practices. Research on energy education indicates that students’ misconceptions can negatively impact the learning of scientific knowledge and may mislead the formation of energy literacy, thereby impairing energy-related behaviors. Therefore, enhancing energy knowledge is critical to promoting informed decision-making and responsible actions. From the theory of reasoned action, enhancing the public’s understanding of energy knowledge through energy education can promote an improved attitude towards energy use, thereby indirectly influencing their intention to choose certain energy sources. The stronger the positive attitude towards energy use, the more it will positively impact their energy preferences.

6.4. The Impact of Education on Energy Preference (Education-Shaped Energy Preference)

Energy literacy is crucial for forming energy preferences, which are promoted and improved through formal and informal energy education [135,136,271]. These findings allow policymakers to enhance energy education, increase awareness of existing and emerging energy technologies, and encourage more stakeholders to actively push for energy system reforms [272]. Social preferences and energy preferences can influence individual choices and may affect social interactions, market outcomes, as well as political and social institutions [273,274,275,276]. The energy literacy developed through energy education helps individuals better understand their energy preferences and influences energy policy directions from the bottom up. Some studies suggest governments should improve their understanding of societal values and behavioral norms to enhance public policy [277]. Insufficient social acceptance of energy policies is considered one of the main barriers and is also seen as a significant explanation for inadequate policy responses [278,279,280]. Society should engage in reflective, two-way, and transparent interactions on relevant issues to ensure that citizens have a genuine voice in the goals, purposes, and processes of plans, enabling them to make meaningful contributions to the application of science and technology [281]. These observations have led scholars to adopt the term “energy culture”, coined by Stephenson et al. [282]. Cultural characteristics can influence how national governments require and implement these approaches and address environmental crises and energy policy directions [282,283,284,285,286,287].

6.5. The Impact of Culture on Energy Policy (Culture-Shaped Energy Policy)

All government planning processes should include citizen participation and grant citizens substantial authority throughout development [288,289,290]. Society can provide feedback to the government based on its own needs and concerns [189,291]. This flow of information helps governments develop new policies or update existing ones. Conscious participation in formulating energy and sustainability policies is crucial [154,292]. Regardless of specific actions or outcomes, bottom-up energy planning is essential for establishing a vibrant civic culture. In such a culture, citizens understand their energy preferences and actual needs, and most are willing to engage in actions to mitigate the harmful effects of existing energy systems. In other words, social members can offer valuable supplementary insights on current energy concepts and institutional approaches [293,294]. Citizen participation helps reduce unnecessary risks and complexities in energy development, allowing for balanced outcomes. Through the reflection of energy-literate citizens, it can be ensured that the measures taken genuinely benefit society. Citizens with energy, knowledge, and literacy can fully utilize their abilities individually and collectively, making practical contributions in various roles [255,295].

In summary, a series of energy education initiatives helps shape citizens with energy literacy. Through participation, these citizens gain knowledge about energy, understand their energy needs or those of their communities, and weigh their choices regarding energy and involvement in energy policy activities, forming their personal energy preferences. The overall societal engagement in energy-related activities and the influence of the social atmosphere further promote the development of an energy culture, which in turn influences energy policy and energy education from the bottom up. This creates an interactive cycle between energy education and energy policy, where energy education shapes energy preferences and the energy culture influences the formation of energy policies.

7. Conclusions

This study synthesizes existing literature to describe the process by which energy education gradually shapes public energy literacy and preferences. The goal of energy education is to cultivate citizens with energy literacy. To assess its impact on the public, this study classifies the effects of energy education based on the extent of actual engagement and participation. Energy education can be explored from four main directions: the formulation of educational policies, the operation of the educational system, the creation of an innovative industry environment, and strategies for public participation.

The formulation of energy policies can effectively guide the direction of energy education and help the public make rational decisions as their knowledge accumulates. Energy policies play a crucial role in energy education development by enhancing society’s understanding of energy demand measurement and management. By creating tailored teaching guidelines and learning environments for different age groups, these policies help individuals at various stages make informed decisions. This process involves the absorption and comprehension of knowledge and an awareness of energy security issues and policies. Through comprehensive energy security education policies, the public can gain insights into the issues surrounding non-renewable and renewable energy sources, thereby developing a more objective understanding, and making the most rational choices.

The operation of the education system can be divided into two main areas: energy literacy education and the training of energy professionals. Energy literacy education enhances students’ scientific understanding by building knowledge through practical experiences and appropriate inductive or deductive reasoning. As energy education progresses, students’ awareness of energy increases, which helps improve societal understanding of energy use and promotes behavioral changes. This also includes training programs for school teachers and relevant educational staff; establishing teacher networks helps enhance their professional capabilities and accelerates their understanding and enhancement of student literacy. On the other hand, the training of energy professionals focuses on improving the efficiency of energy technologies and implementing strategies for energy development. Energy professionals take on significant responsibilities in the energy sector and play a crucial role in driving innovation and application of energy technologies. With in-depth expertise, they assist society in translating theoretical knowledge and attitudes into practical actions, thereby fostering a deeper understanding of diverse energy options.

The energy sector must create an environment that fosters innovation, allowing governments, businesses, and researchers to explore and invest confidently. This approach helps society more actively engage with and adopt emerging technologies. In addressing the challenges of energy demand and environmental issues, intelligent grids are vital for meeting modern electricity needs. However, the complexity of smart grids requires collaboration among various stakeholders to achieve stable development. Therefore, the advancement of the energy sector depends on multi-faceted cooperation and an environment conducive to innovation, which allows for the development of new technologies without concerns and provides more options for emerging energy technologies.

The ultimate goal of energy education is to promote public engagement and enhance the social and cultural impact. To achieve this goal, it is necessary to establish an environment that allows the public to participate and learn, fostering a comprehensive understanding of energy technologies. Through public participation, societal mutual learning can be encouraged, leading to a broader understanding of diverse energy needs and perspectives and a deeper awareness of the differences in daily practices and energy use. The knowledge accumulated in this process helps participants to change their behavior, increase their awareness, and adopt more effective solutions, thereby cultivating citizens with energy literacy. Energy education shapes the public’s energy literacy and further influences their energy preferences, resulting in an effect where energy education shapes energy preferences. Enhancing the public’s understanding and awareness of energy is a crucial step towards achieving objective energy choices. Through knowledge dissemination and information promotion, individuals can reduce their subjective perceptions and engage with energy knowledge from a more objective perspective, thereby enhancing their energy literacy and influencing public preferences for energy. This study adds to the theory of reasoned action on energy preferences in the research, further exploring how energy education can improve the public’s understanding of energy knowledge and its impact on usage attitudes. A positive attitude towards energy use will further positively influence energy preferences.

Energy preferences can influence individual choices, affecting social interactions, market outcomes, and political and social systems. Society gradually forms a consensus on energy through long-term interactions, shaping a unique energy culture. This energy culture influences national governments, determining the direction and implementation of energy policies. There is an interactive cycle between energy education and energy policy: energy education shapes public energy preferences, while energy culture influences the formulation of energy policies. Previous studies have primarily focused on the one-way relationship between energy attitudes and final energy behaviors, while this research presents a new perspective on the interactive cycle between energy policy and energy culture.

Future energy technologies will evolve with advancements in technology and the maturation of smart systems, along with a growing emphasis on sustainable development, leading to changes in energy systems as society progresses. The introduction of smart energy systems will enhance the efficiency of energy use as well as generation and storage capabilities. Changes in emerging energy technologies and smart systems will promote a shift in energy usage concepts. Energy education needs to focus more on these system changes and their impacts on energy functions. As times and environments evolve and as increasingly complex stakeholder relationships emerge, the content of energy education will also need to adapt, influencing the formulation of future energy policies. Therefore, the interaction between energy education and future technologies and policies will become a significant area of future research.