Fostering Sustainable Energy Citizenship: An Empowerment Toolkit for Adult Learners and Educators

Abstract

Human energy production and consumption have significantly contributed to the environmental crisis, impacting human health, wellbeing, and social justice. In this context, the concept of energy citizenship has emerged, referring to civic engagement in fostering sustainable and democratic energy systems and transitions. Under the Horizon Europe project EnergyPROSPECTS (PROactive Strategies and Policies for Energy Citizenship Transformation), we investigated the conditions and dynamics that promote or hinder energy citizenship and empower citizens to contribute to sustainable energy transformations. Through 44 in-depth interviews and four deliberative workshops in four European case study regions with individuals and organizations engaged in different forms of energy citizenship, we identified key psychological and organizational factors driving citizen empowerment. These findings informed the development of an interactive empowerment toolkit, a digital learning resource designed to enhance energy citizenship literacy and skills. This toolkit, although primarily targeting adults interested in energy citizenship, is adaptable for students and educators at various levels, offering two tracks: one for beginners with no prior involvement in the exercise of energy citizenship, and another for those with experience in energy activism. We highlight the scientific basis of the toolkit, detailing its components and demonstrating its application in fostering energy citizenship empowerment. The tool aims to equip users with the skills and knowledge necessary to actively participate in sustainable energy transitions.

1. Introduction

We live in times of significant environmental problems, such as climate change, environmental degradation, and biodiversity loss, all of which have well-established anthropogenic causes. Urgent change has been called for by organizations such as the Inter-Governmental Panel for Climate Change (IPCC), who signaled, in its last report, that ambitious policies should be formulated to reach the target of keeping temperatures below an increase of 1.5 °C compared to pre-industrial levels [1]. The report has also highlighted the importance of systemic social, cultural, and behavioral transformations, alongside technological improvements, in order to achieve sustainability targets. Energy production and consumption contribute significantly to the generation of greenhouse gas emissions, and changes in these systems cannot be achieved by technological fixes alone. Sustainability transformations have the potential to reach valuable societal goals, such as those established by the United Nations, and energy transitions can contribute to achieving affordable and clean energy for all (SDG7), as well as foster sustainable cities and communities (SDG11). The energy transition also entails significant transformations in the systems governing the production, consumption, and distribution of energy, contributing to SDG 12.

Recent modeling work has shown that even the most ambitious scenarios of the IPCC, such as scenario SSP1-RCP 1.9, which proposes ambitious technological change coupled with economic growth, are not sufficient for countries to achieve the goal of keeping temperature increases below 1.5 °C compared to pre-industrial levels (as stipulated in the Paris Agreement) and achieve the reduction targets proposed for 2050 [2]. Human lifestyle and behavior change are thus very important in achieving these targets, and changes in energy systems could make a significant contribution to carbon footprint reductions [2,3].

Transformations of energy systems have been considered a key aspect of European policy frameworks, such as the Green Deal and the Clean Industrial Deal [4,5]. With the triple objectives of mitigating climate change, ensuring global competitiveness of European firms, and fostering a just transition, the energy transition is posited as a key dimension of sustainability transformations in Europe. Visions of a future, sustainable energy system propose a reconceptualization of the role of different actors away from centralized, hierarchical visions towards democratic ideals of participation in, and commitment to, shaping and being a part of the energy system. To this end, the concept of energy citizenship (ENCI) has been proposed to reflect the values of democratic and active engagement of a sustainable energy system [6]. Although proposed as a scientific concept, it also alludes to an image of motivated citizens and a normative ideal of ecologically minded individuals imbued with a sense of responsibility and empowered with the resources needed to contribute to energy system change [7]. As such, we have argued elsewhere that the concept includes an ideal version of the energy citizen and assumptions regarding the levels of knowledge, awareness, motivations, and skills for effective participation in sustainable energy production and consumption [8]. In practice, manifestations of energy citizenship vary in terms of their orientation towards either small or significant changes proposed for the energy system, the level of activism and involvement expected from and made possible for citizens, or the depth of environmental knowledge and commitments manifested by those involved in energy-related organizations or initiatives. Energy citizenship has been deemed a useful concept in making sense of the variety of roles and forms of citizen participation in the energy domain [9,10].

In recent years, there has been an increase in the number of studies focusing on forms of energy citizenship encountered in practice and on the conditions that foster citizen empowerment for effective participation in the energy system. Studies focusing on social innovations in the energy domain have defined empowerment as the process of acquiring the belief and ability of citizens to act on goals that matter to them [11] and have analyzed collective forms of engagement and their transformative ambitions, which included changes in the formal and informal structures underpinning the organization of the energy system [12]. These studies have theoretically and empirically defined a set of key dimensions that contribute to empowerment in social innovation initiatives, including the fostering of motivations to act on goals that matter, as well as a sense of control and impact on the system that individuals are called to shape and participate in [11].

To make sense of the empirical diversity of energy citizenship forms, a typology has been developed in the EnergyPROSPECTS project, using two organizing dimensions: agency (individual or collective) and outcome orientation (reformative or transformative). The details of the typology can be seen elsewhere [8,13]. The typology was then used to map and select cases of energy citizenship for in-depth analysis in order to understand their contributions to energy citizenship in Europe, identify its constraining and enabling conditions, and assess the more or less favorable outcomes to which they contribute.

Among these outcomes, one of the primary interests has been the understanding of conditions for the empowerment or disempowerment of citizens to make decisions and adopt sustainable energy behaviors, exercise new roles as active citizens in the energy system (e.g., as prosumers, members of renewable energy cooperatives, etc.), and participate in political decision-making to shape a more democratic, sustainable, just, and resilient energy system. A set of key research questions regarding empowerment were formulated: How and to what extent do citizens become empowered to contribute to energy system transformation? What barriers to and facilitators of empowerment can we identify in both individual and collective forms of energy citizenship? What are the necessary resources and tools that could foster citizen empowerment towards the ideal of active and knowledgeable participation in energy system transformation? These questions were used to guide empirical research on the topic of empowerment in energy transitions and the development of an open access digital empowerment toolkit that could support individuals in acquiring the values, knowledge, skills and behaviors required by a different type of energy system.

Education plays a key role in the exercise of democratic citizenship, as the values, knowledge, behaviors, and roles that form citizenship need to be learned and practiced if they are to be effectively put into practice, and active citizenship education is a key European priority [14]. Education for democratic citizenship has a long tradition in both formal and informal educational settings and curricula in Europe [15]. Beyond the years spent in formal education, there is a growing understanding of the importance of life-long learning and socialization in the values of democratic participation and the critical skills required for its effective exercise [16]. Political and legal literacy, democratic values, as well as political, social, and civic engagement are considered key dimensions of citizenship education in adulthood [17].

Among others, digital tools are considered promising for public engagement in democratic decision-making, but practices of civic and political engagement require learning and practice [18]. They are also increasingly being used to promote public education and engagement with pro-environmental and sustainability behaviors [19]. Integrating digital technologies into environmental education to promote environmentally conscious individuals among youth is supported by research [20]. Such initiatives raise questions about the best ways to promote active and empowered citizenship. Within the field of energy citizenship, several digitally supported tools to foster citizen education and action as responsible and active agents in a decentralized and sustainable energy system have been developed [21].

More specifically, digital empowerment toolkits have emerged as pivotal instruments in enhancing energy citizenship literacy, motivation, and sustained engagement, particularly among individuals with varying levels of prior experience. At the individual level, these tools can enhance users’ knowledge, skills, and motivation to understand and take action on energy-related issues [22]. At the same time, they must facilitate a sense of shared responsibility to encourage community involvement and collective decision-making [23]. Effective tools are adaptable to different educational settings, supporting formal learning environments such as schools and informal spaces like community groups or homes [24]. By being accessible and inclusive, they can engage diverse audiences with varying backgrounds and experiences [25].

The purpose of this paper is to introduce a digital empowerment toolkit as an educational resource designed to foster knowledge, motivation, skills, and commitment to become an active energy citizen.

Energy citizenship relies on awareness of the environmental implications of our actions and decisions and involves transforming some of the implicit knowledge citizens might have acquired through previous social and educational interactions into explicit knowledge about the energy system, as well as individual and collective participation. The conversion from implicit to explicit knowledge and its translation into intentional action to support empowerment for the exercise of energy citizenship are part of the objectives of this study.

From an educational point of view, the tool presented here adopts a constructivist pedagogical perspective, with active and collaborative methodologies considered to be the most appropriate for its objectives. A recent study that analyzed digital pedagogical models in higher education for sustainability concluded that learning characterized by active, interactive, and constructivist features tend to be the most effective [26].

Constructivist learning theory posits that learners actively construct knowledge by linking new information to prior experience. Social constructivism emphasizes the role of collaboration and scaffolding [27].

Learning tools that adopt a constructivist educational approach contribute to empowerment in various ways. They facilitate practical examples in interactive settings of possible actions and their effects. They support the inclusion of activities that promote reflection and self-evaluation. They can also incorporate problem-based learning on issues related to energy and the environment. They can be adapted to the individual needs of each user, allowing them to select the rhythm and style of learning that suits them best.

For instance, meta-analyses have demonstrated that Problem-Based Learning (PBL) significantly improves critical thinking, self-directed learning, and engagement outcomes compared to traditional instructional methods [28]. In practice, instructors act as guides or facilitators rather than lecturers, fostering learner autonomy and self-evaluation and supporting them in managing their own process [29]. Overall, constructivist methodology in adult education emphasizes learning by doing and reflection: tasks are situated in realistic contexts, and learners are encouraged to question, collaborate, and reflect, thereby internalizing new knowledge in a personally meaningful way [30].

The digital empowerment toolkit presented here responds to needs identified by leaders and organizers of energy citizenship initiatives across Europe to understand how to better educate, motivate involvement, and build energy citizenship capacity among their members. Although the toolkit is not mainly directed at teachers or students, its educational focus makes it useful in academic contexts, both formal and informal. It is an interactive knowledge repository designed to help citizens and professionals to understand and foster empowerment in energy citizenship initiatives. It includes resources designed to foster the main dimensions of empowerment, which include developing a sense of having a voice, control, and ownership over energy-related actions. It uses the principles of scaffolding in adapting content to both beginners and more advanced learners and includes ample opportunities for reflection and self-evaluation.

As such, it can also be a valuable tool for educators and students interested in sustainability, specifically in the energy transition. It can be used to promote active participation in energy topics, develop school projects on sustainable energy systems, and promote critical thinking on energy citizenship. It offers the opportunity to integrate energy citizenship into formal and informal education in order to foster a deeper understanding of sustainable energy systems. It is designed to encourage citizens (including teachers and students) to explore, reflect, and act upon their own energy realities, fostering individual knowledge construction. The sharing of real case examples of energy citizenship initiatives across Europe targets significant and meaningful learning. It also aims to promote dialog and participation of different energy system actors (citizens, political representatives, and experts), which is in line with social constructivism tenets. It steers away from fixed answers and moves towards tools for self-exploration and self-directed and autonomous conceptualization of energy citizenship. By incorporating a PBL approach, it involves students in a transformational project of becoming an active energy citizen and invites them to tackle complex energy issues at the local level. In this sense, the tool can be used to trigger and organize educational projects that analyze specific energy initiatives in local communities, explore available local resources for energy citizenship, or develop awareness campaigns. For example, an educator might formulate a school project, using problem-based learning, where students are asked to develop an intervention to stimulate the exercise of energy citizenship in their community, with the objectives of (a) understanding the concept of energy citizenship and its social and environmental implications; (b) finding real case examples of energy citizenship across Europe and in their own community; (c) identifying key motivators for energy citizenship involvement that could be leveraged in their community; and (d) proposing forms in which community members can be empowered to commit to an energy citizenship initiative and maintain involvement over time. Using collaborative methodologies, students would be encouraged to use the empowerment toolkit as a basis for their analysis and design.

This paper describes the building blocks of the tool, and for each of them, it presents the empirical research underpinning them. Through 44 in-depth interviews with energy citizens involved in the many case studies analyzed across Europe, as well as a set of four deliberative workshops with experts and representatives of key sectors involved in the energy transition, representing four European regions that are geographically, politically and culturally diverse, we identified a set of key conditions that can either foster or hinder empowerment, which is a key element of the exercise of energy citizenship. These elements were then translated into three building blocks for the digitally supported empowerment tool, which could either be used to self-guide the adoption of energy citizenship knowledge and practices or used by instructors in formal or informal educational settings to foster energy citizenship activities.

This paper presents a novel contribution to the emerging field of energy citizenship by introducing a digital empowerment toolkit designed specifically for educational settings. While the concept of energy citizenship has gained prominence in sustainability transitions research and policy [9,31], practical, pedagogically grounded tools to operationalize this concept in learning environments remain scarce. Most existing initiatives emphasize behavioral change or civic participation from a policy or infrastructure perspective [32], with limited focus on how citizens learn to understand, reflect upon, and influence energy systems through structured educational interventions.

The innovation of this work lies in its application of a constructivist pedagogical framework—emphasizing active, reflective, and collaborative learning to structure a digital tool for cultivating agency in energy transitions. The toolkit supports a shift from passive awareness to transformative learning [33] (UNESCO, 2020) by integrating self-assessment, scenario-based inquiry, motivational reflection, and real-world case examples drawn from European energy initiatives. This approach contributes to the field by bridging the gap between energy citizenship and education for sustainable development (ESD). It positions learners as active participants in co-creating energy futures, in alignment with broader educational goals such as systems thinking, future-oriented competencies, and civic engagement [33,34]. The toolkit also has implications for related research domains, including energy justice, participatory governance, and digital learning design, providing a replicable and adaptable model for fostering empowered, informed, and critically engaged citizens.

2. Materials and Methods

In developing the digitally supported empowerment toolkit for energy transformations, we first aimed to develop a better understanding of the barriers to and facilitators of empowerment in energy transitions. We started from a broader definition of empowerment in social innovation initiatives, which was deemed appropriate for the context of energy citizenship, as the latter is exercised and often constituted through socially innovative initiatives. Through an iterative process and based on the empirical research in the EnergyPROSPECTS project, we further articulated an empowerment model that could be used as a guide for the development of the digital empowerment tool.

The building blocks of the tool were supported by needs identified in 44 in-depth interviews, carried out across 39 cases, in nine European countries (Belgium, Bulgaria, France, Germany, Hungary, Ireland, Latvia, Spain, and The Netherlands). Thirty-five of the interviewees were members of ENCI collective initiatives (energy cooperatives, energy communities, and co-housing), four were political representatives, three were people who had participated in energy-related experiences in institutions not dedicated to this purpose (universities and city councils), and two were people considered energy citizens due to their individual activism. Cases were selected using five criteria and included the type of geographical area covered by the initiative (rural, peri-urban, and urban); the main focus, differentiating between those whose direct focus is energy production and consumption, those who address mobility, and those who try to foster sustainable lifestyles from a more holistic perspective; the type of agency in each case and the sphere in which it operates (private, public, etc.); outcome orientation (reformative or transformative); and attention paid to gender and issues of equity [35]. The criteria for the selection of cases are described elsewhere in more detail [8]. The interviews addressed energy citizenship, and in each interview, a set of general questions targeting empowerment conditions were used to guide the exploration of the topic with the interviewees; the questions were later analyzed to identify what elements could be useful for energy initiative leaders and organizers to foster empowerment among members and citizens more generally (see

Table 1. Case study research questions on empowerment in energy citizenship initiatives.

General Research Questions Used in the Semi-Structured Interviews
What is empowerment to you? How would you define it? What motivated you to start/join the case?
What resources have you found to be key in achieving a sense of empowerment as an energy citizen? Do the actors engaging in ENCI in the case (feel that) they have the autonomy and capacity required to implement their goals/ambitions? Do the actors engaging in ENCI in the case (feel that) they have the skills and knowledge to implement their goals/ambitions?
What motivated you to start/join an energy initiative? What keeps you motivated today? Do the actors engaging in ENCI in the case (feel that) they have the skills and knowledge to implement their goals/ambitions? What resources have you found to be key in achieving a sense of empowerment as an energy citizen?
Does (did) the initiative contribute to your sense of having influence or impact in the energy system? If so, how, in what ways?

). As main intermediaries in the promotion of energy citizenship, these initiatives are best placed to understand what drives empowerment and disempowerment in the exercise of energy citizenship.

Furthermore, four deliberative workshops with key informants were carried out in four European regions (Berlin, Germany; Budapest, Hungary; Galicia, Spain; and Wallonia, Belgium) with a twofold purpose: further substantiating the types of energy citizenship initiatives encountered in practice and identifying the social, political, economic, and geographical factors that might favor or hinder the emergence of energy citizenship initiatives in each region, which in turn affect the potential for citizen empowerment that each initiative might have [8]. Participants included energy system experts, including private energy companies, local and regional government representatives, and members of energy communities.

Interview data on empowerment were analyzed using a modified grounded theory approach by two researchers. A preliminary set of codes were used to identify main themes in the interviews, using the conceptual model of empowerment defined for the project. Using a modified grounded theory approach allows researchers to adapt existing theoretical frameworks to the data rather than building theory from scratch. This is particularly effective when prior conceptual models guide inquiry while still allowing for inductive refinement [36]. The theoretical model was developed based on the scientific literature concerning both individual and collective empowerment [8], encompassing psychological, communal, and structural dimensions. The model integrates both internal drivers (autonomy, capability, and motivation), and external, contextual factors (access to financial resources, technical and political knowledge, and power redistribution) that condition the main dimensions of empowerment (control, voice, and ownership) for the practice of energy citizenship (sustainable energy behavior, participation in energy-related decision-making, or the adoption of new roles in the energy system). Building on this framework, interview questions were designed with a dual purpose: to validate the theoretical model and to gather insights that inform the creation of a tool aimed at fostering citizen empowerment. An initial list of codes was created based on the theoretical model, which was progressively refined and modified through the inductive coding of the interviews. A combined deductive and inductive approach to coding increases analytical rigor by enabling the validation and evolution of a theoretical model while remaining open to emergent, context-specific insights. This strengthens the trustworthiness and relevance of the findings [37].

Two independent researchers progressively coded the interviews in parallel and, through consensus meetings, progressively refined the set of codes to adequately reflect the content of the interviews. Having two researchers independently code the data and resolve discrepancies through discussion improves inter-coder reliability and reduces bias in interpretation [38]. Iterative refinement of codes ensures that the analysis remains grounded in participant narratives while being anchored in theoretical expectations—which is important for complex constructs like empowerment [39]. Additional codes were added where necessary until no new themes were identified. Continuing code refinement until no new themes emerge helps ensure thematic saturation, a key indicator of qualitative adequacy and depth [40]. This combined deductive–inductive approach allowed us to adapt the model to better reflect the empirical data, resulting in the following list of categories, codes, and subcodes.

All codes reported showed high prevalence in participants’ discourses, both in terms of the number of quotations and distribution across participants. This widespread recurrence suggests that the themes are central and widely shared experiences rather than isolated incidents, enhancing the validity of the findings [40]. The frequency and distribution of these codes support the notion of both code saturation and meaning saturation, helping ensure analytical completeness and thematic depth [41]. Moreover, identifying highly prevalent codes across interviews aids in distinguishing core from peripheral themes, providing a clearer analytic focus and conceptual clarity [37]. Finally, when codes are consistently identified across multiple participants and by multiple researchers, this supports intercoder reliability and enhances the overall trustworthiness of the analysis [38].

Table 2. List of categories, codes, and subcodes.

Category	Code	Sub-Code	Code Definitions	No. Quotes
Meaning of empowerment	Autonomy/independence		Autonomy to act, choose, and implement solutions independently. It relates to self-sufficiency, personal initiative, and the ability to reduce reliance on external actors or systems in the private sphere.	21
	Capacity to make autonomous choices		Having the knowledge, skills, tools, and confidence to make informed and independent decisions, both individually and collectively.	15
	Access to participatory spaces		The opportunity to participate meaningfully in decision-making spaces. It includes being heard, contributing ideas, and influencing outcomes through inclusion, local justice, and shared knowledge.	8
	Shared action to enhance impact and agency		The ability to act collectively to achieve shared goals. It strengthens both individual and collective agency through collaboration, mutual support, and joint action for the common good.	17
Empowerment resources	Knowledge resources		Access to relevant information and learning opportunities that support meaningful participation. They include technical and procedural knowledge and educational experiences that empower individuals and build capacity within the initiative.	32
	Material resources		Physical and financial means that enable or limit participation in an initiative. They include infrastructure, technical tools, and energy and transport systems, as well as funding, subsidies, and other economic supports that affect the feasibility and sustainability of engagement.	28
	Social resources		Collective practices and support and available time that enable or constrain participation and empowerment within an initiative.	39
Individual empowerment: Motivations	Internal/personal motivation	Satisfaction and personal coherence	Motivation driven by the desire for coherence between personal values and actions, providing a sense of satisfaction, meaningful contribution, and emotional wellbeing	13
		Experiences and knowledge	Motivation arising from professional experience, activism, or training related to environmental, energy, or community issues.	6
		Personal interest in the initiative	Motivation driven by enthusiasm or personal affinity with the values, goals, or practical approach of a specific initiative.	8
		Economic motives	Motivation based on the need to reduce energy costs, improve access to basic resources, or find affordable solutions in economically challenging contexts.	4
	Social/community motivation	React against social and economic injustices	Drive to act as a form of resistance against structural inequalities (economic, housing, and energy), promoting inclusion and equity through sustainable projects.	10
		React against political inaction	Participation motivated by frustration with the lack of institutional action on the climate and energy crisis, seeking effective, citizen-led alternatives.	5
		Democratization of the energy system	Commitment to a fairer and more participatory energy model, where citizens have a say and control over energy production, management, and distribution.	12
		Being a model for others	Desire to influence and inspire others through personal or collective example, showing that change toward sustainability is possible and replicable.	4
		Sense of belonging	Motivation related to seeking or strengthening a community with shared environmental values, where learning, experiences, and collective achievements are shared.	2
	Environmental awareness and knowledge	Ecological awareness	Sensitivity to the climate and ecological crisis, developed through information, personal experience, or global events, which motivates engagement in transformative actions.	8
		Concern for future generations	Commitment to sustainability driven by concern for the living conditions of future generations in the face of climate and energy crises.	7
		Replicability of good practices	Motivation inspired by successful initiatives and the desire to adapt and reproduce effective sustainability or energy transition models in new contexts.	6
		Desire to influence the wider system	Motivation driven by the desire to participate in transforming the energy system through collective action.	6
Collective empowerment	Voice, control, and impact in the energy system
		Capacity to act	Having knowledge, skills, motivation, and contextual support to take concrete steps, assume responsibilities, and make informed decisions aligned with collective energy goals.	15
		Ability to influence others	The capacity to empower, motivate, or mobilize others to participate in energy-related initiatives. This influence may occur through leadership, education, setting examples, or communication.	14
		Influence on the wider system	The ability to exert influence beyond the immediate environment or role, contributing to shifts in the broader organizational, institutional, or societal systems.	15
		Voice and ownership	The ability to express interests, opinions, and claims and to participate in the design and implementation of proposals within the ENCI initiative, taking ownership of the energy processes, actions, and benefits achieved by the ENCI initiative.	11
		Shared control and responsibility of energy resources	Collective capacity to make decisions and take shared responsibility for the actions developed within the ENCI initiative. It includes horizontal, cooperative, and self-management-based models.	14
		Participation in energy-related decision-making	Effective inclusion, through the ENCI initiative, of citizens or social actors in energy-related decisions, from policy design to implementation.	9
		Democratization of energy system	This refers to processes through which collectives or communities that gather around the ENCI initiative gain power to influence decisions about the traditionally centralized energy system, seeking to bring control and benefits closer to ordinary citizens. It includes reconfiguring the energy system to make it more accessible, fair, and transparent.	14

reports the number of quotes for each subcode. Although code frequency can be used to indicate the importance of a code in participants’ discourse, our perspective aligns with the note of Braun and Clarke (2023), who mention that the importance of a theme lies not in how many times it is mentioned but in how it captures meaningful patterns in relation to the research question and overall dataset [42,43]. Therefore, the analysis focuses on thematic breadth and saturation across participants, supported by conceptual relevance rather than quantitative occurrence [44,45].

Data from the deliberative workshops were used to either corroborate or identify further sources of empowerment and disempowerment in energy citizenship initiatives and are presented elsewhere [8]. Based on these sources of information regarding processes and resources of empowerment, we initiated a process of translating these into a basic structure for a digital learning tool using constructivist learning approaches. We used an adapted version of the ADDIE model to develop the tool, which is a five-stage instructional design framework that has been adapted and used for digital learning environments. It stands for Analyze, Design, Develop, Implement, and Evaluate [46]. In digital contexts, ADDIE supports the creation of learner-centered, interactive, and constructivist-aligned tools by providing a systematic and iterative process [47]. First, analysis is performed to identify learners’ needs, digital access, and learning contexts; second, design is carried out, which involves setting learning outcomes, selecting media, and integrating pedagogical strategies such as problem-based learning and social collaboration; third, development is carried out, which includes creating or curating digital content, simulations, and interactive elements; implementation ensures smooth deployment through user training, technical support, and piloting; finally, evaluation is performed, incorporating both formative (ongoing feedback and iteration) and summative (assessment of impact) methods to refine the tool. Research underscores that ADDIE’s structure improves learner engagement and aligns well with constructivist approaches when adapted to include active, authentic tasks and feedback mechanisms [48].

Two different groups of individuals were targeted: people interested in the energy transition but who find themselves at the beginning of their energy citizenship journey and thus are not yet involved in any organized initiative; those who are already involved in an energy-related initiative or movement and thus have some knowledge and experience but would like to increase their knowledge and capacity for action as energy citizens.

The tool aimed, on the one hand, to increase knowledge regarding ways to actively participate in energy system transformation and, on the other, to stimulate the translation of knowledge into action through active reflection on one’s own actions; to promote commitment to energy citizenship goals and increase autonomy; and provide users with the resources needed to implement behavior changes and/or become involved in energy citizenship initiatives in line with those commitments.

To support each of these goals and promote social learning, empirical research results were also used to showcase the experience of those already practicing energy citizenship through involvement in energy citizenship initiatives, especially in terms of how they overcome disempowering conditions that might lead them to adopt positions of passive disengagement or shallow environmentalism [7]. In line with constructivist principles, the design of the tool provides examples of effective methods of involvement with real case examples of energy citizenship initiatives, promoting authentic and realistic identification of individuals’ own context and resources for action and providing opportunities to learn from others. It uses reflection and self-evaluation tools and provides different resources to enhance knowledge and effective action to support energy system transformation. It also embeds strategies for active commitment to realistic involvement objectives, and peer collaboration is encouraged through involvement in energy citizenship initiatives. The Results Section is structured as follows: for each of the main building blocks of the tool, a summary of empirical results is provided, where they are relevant, to substantiate decisions made in the design of the tool. Then, the structure of each building block is presented, including, on the one hand, the type of information presented and, on the other, the set of activities proposed to support the process of knowledge translation into commitment and action.

Validity, Reliability, and Generalizability of the Study

The validity of this study was reinforced through the integration of deductive and inductive analytical strategies, enabling the research to remain grounded in a pre-established conceptual model of empowerment while accommodating emergent, context-specific themes from participant narratives. In line with guidance on qualitative validity [49], validity in this context rests on the accurate representation of participants’ experiences and the phenomena under investigation. The progressive refinement of codes until thematic saturation was achieved, coupled with the widespread recurrence of themes across interviews, supports strong descriptive validity. Furthermore, the deliberate alignment of interview questions with the theoretical framework and the subsequent use of findings to inform the design of a digital learning tool strengthen both the content and applied validity, ensuring the relevance of the results to the study’s aims.

Reliability was supported by methodological rigor and systematic processes that enhance the stability of findings. Two independent researchers conducted parallel coding, with discrepancies resolved through consensus meetings—an approach identified as critical for improving inter-coder reliability and minimizing interpretive bias [49]. Codes were refined iteratively, maintaining consistency and transparency in analytic decisions, and ensuring interpretations were grounded in participant accounts. Consistent identification of themes by multiple coders and across a diverse participant set reflects the stability and replicability of results, aligning with perspectives on dependability in qualitative research [50]. Moreover, contemporary reflections on inter-coder reliability highlight that its assessment can improve “systematicity, communicability, and transparency of the coding process”, as well as promote reflexivity and collaborative rigor in qualitative teams [51]. Complementing this, process-centered guidelines suggest that reliability be supported through qualitative–compatible practices—such as common coding frameworks, coder dialogs, consensus-built codebooks, and iterative refinement until saturation—all of which align strongly with the practices applied in this study [52].

Although statistical generalizability is not an objective of qualitative inquiry, the findings demonstrate analytic generalizability, whereby insights can be meaningfully applied to similar contexts based on theoretical and conceptual congruence [49,50]. The diversity of participants, combined with the high prevalence of themes across cases, enhances the transferability of results to other energy citizenship initiatives operating under comparable socio-political and resource conditions. By explicitly linking the findings to the empowerment framework, this study offers a robust basis for adaptation in other settings where promoting citizen engagement in energy transitions is a strategic priority.

3. Results

3.1. Building Block 1: Introduction to Energy Citizenship and Empowerment

The first building block of the tool serves as a foundational entry point, designed to orient users—particularly learners at various stages of familiarity with energy issues—by clarifying the tool’s purpose and use. It also encourages and offers participants the opportunity to reflect on their own motivations, levels of knowledge, and prior experience with the energy system. In doing so, the tool initiates a personalized process of exploration aligned with the learner’s priorities and previous knowledge and experience by using constructivist principles, thus setting the stage for deeper and personally meaningful engagement with the concepts of energy citizenship and empowerment.

3.1.1. Relevant Empirical Results for Block 1

The interview data underscore diverse understandings of empowerment within energy citizenship initiatives. Participants frequently associate empowerment with the freedom and capacity to make autonomous choices and with access to participatory spaces:

“The process of gaining freedom and power to do what you want”

(LV4.1).

“Empowerment is the capacity to seize topics, be able to choose: have the choice and make your own choices”

(FR3.1).

“Conditions or processes that allow you to develop your agency as a citizen or participate in decision-making spaces. Having control over your own life”

(SP3.1).

The collective dimension of empowerment was also emphasized, with many participants linking the experience of shared action to enhanced impact and agency:

“If we do things together, then that’s what gives us power, it’s the collective and therefore the desire to do things together”

(FR1.1).

“Different voices and ideas, which makes decision-making different and better informed; it would be rare to have a single opinion”

(SP2.2).

In addition, several interviewees highlight how practical participation in community-led initiatives inspires empowerment through direct engagement, communication, and mutual support:

“Empowerment is when you take something to the streets and motivate people to show and muster energy and personal commitment”

(GE4.1).

“If you don’t have the professional basis, you need this experience. The community can push you forward”

(HU4.2).

“You actually support people… to take fate into their own hands… making people powerful to live life”

(NL4.1).

Importantly, interviewees also stress the need for recognition and visible impact as a key to sustaining motivation:

“Empowering the individuals involved with the mission by making visible how their work matters, and how it makes a difference”

(BE1.1).

“I feel that what I do makes sense, and we are building a better world on a small scale”

(HU2.1).

“We show them a way, we bring back hope”

(HU6.1).

Finally, empowerment is often linked to self-efficacy and action-readiness:

“It’s about enabling people to have a sense of self-efficacy… and encouraging them to do something—even outside this framework that we provide. Maybe to do something that they wouldn’t have done before”

(GE4.3).

One resource mentioned as being important in fostering empowerment is knowledge:

“Empowerment starts with knowledge. If you have no idea, you don’t even know what you can do (...). So empowerment is this. Knowing that you can do this, and no more problems. How other things are done”

(SP4.1).

Other interviewees mention having time [“having enough time to do it” (NL2.1)], economic and organizational capacity [“having the necessary funds and organisation to complete their objectives” (NL2.2)], a clear interest in change [“you need to involve all households (...) you need people on the ground” (NL2.1)], and financial resources: “The people who are involved [in the association], they have the means […] In financial terms, no, not necessarily, but in terms of means, I would say a little bit in knowledge. It’s clear that people who are in precarious situations have other priorities than the development of renewable energies or the energy transition, when they themselves can’t or can’t afford to pay the gas bill or the electricity bill” (FR1.1).

3.1.2. Structure of the Tool—Block 1

The first step in the effective exercise of energy citizenship is the understanding of what it is, what forms it can take in practice, and the main dimensions of empowerment for action to foster. The empirical results, which shed light on what empowerment for the exercise of energy citizenship is in practice, were used to foster understanding of energy citizenship and different forms of engagement for the learner in practice, as well as to educate the learner on empowerment as a way to both motivate action and support learners who might want to foster it in energy citizenship initiatives. Real case examples from practitioners were used to make the content accessible and useful. As mentioned before, the tool first presents a series of questions and prompts for self-evaluation, where the learner is invited to appraise the following: (a) individual capacity for energy-related behavior change; (b) the capacity to act towards energy transformation through participation in energy citizenship initiatives or social movements; and (c) capacities for effective participation in wider energy system transformation. These are the three broad forms of energy citizenship engagement identified through the research in the project. Learners are also presented with a navigation scheme to support effective use of the tool.

The first building block introduces students to the conceptualization of energy citizenship as forms of civic engagement that pertain to the development of a more sustainable and democratic energy system [53]. It also presents the many different forms it can take in practice, including the domains in which it can be exercised (within households, organizations, in the public sphere in general, in citizen-based organizations, or as part of social movements), thus illustrating for the learner the array of opportunities for engagement, using the typology developed in EnergyPROSPECTS, as a useful way to organize different practical manifestations of energy citizenship [13]. The explanations of individual and collective agency, as well as the reformative or transformative orientation of forms of energy citizenship, aim to educate users regarding opportunities and alternatives for action by introducing them to the ambitions of energy citizenship initiatives and setting their expectations for the impact they might be able to achieve in practice in case they decide to become actively involved in one.

Each of the types is then illustrated with a real empirical case to provide some grounding of the forms of energy citizenship that can be found in practice. The example cases provided span different European countries, thus providing an idea of the diversity that might be found in practice and presenting the user with a diversity of options for involvement.

The first building block also delves into the concept of empowerment. It differentiates between two broad categories of empowerment objectives: developing capacities for the adoption of sustainable energy behavior and developing capacities for effective participation in shaping the wider energy system [54].

The user is then presented with definitions for each of the dimensions of empowerment and for the two different outcomes pursued through energy citizenship, along with the types of resources needed to foster a sense of empowerment at the individual and collective levels. This section aims to promote an in-depth understanding of the forms of active engagement available for energy citizens and provide understandings of the types of resources one needs for meaningful involvement.

3.2. Individual Empowerment: Motivations

The second building block delves into the deeper sources of involvement in energy-related behaviors and initiatives. The tool aims to support the learner in realistically identifying motivations and resources for involvement in energy citizenship initiatives.

3.2.1. Relevant Empirical Results for Block 2

Based on the interviews, motivations for involvement are grouped into three categories: internal–personal drivers, community–social drivers, and environmental awareness and knowledge.

Internal–Personal Drivers

One of the motivations to get involved in creating and/or joining an ENCI initiative relates to alignment with personal interests and satisfaction from acting in accordance with one’s values. Some actors mention their personal interest in renewable energies [“I joined the association to concretise my interest in the development of renewable energies” (FR1.2), “I had a particular interest in renewable energies” (SP4.3)], in sustainable mobility [“I also had personal interest, as I always wanted to ride the bike, and to do it in a safe way” (BU4)], or, generally, in having more knowledge about energy initiatives [“I was interested in knowing what drives a cooperative (...) to see how something like this works” (NL5.2)].

Interviewees also mention the satisfaction derived from the sense of acting in line with one’s principles:

As Greta Thunberg said, “once you become an activist, at least you have the feeling that you are no longer a victim, now you’re beginning to do all that you can. And if everybody does all that they can, then we might get somewhere. But at least you can do all that you can. And you feel better about yourself if you do that. And you get some satisfaction in it. And I certainly do get a lot of satisfaction out of this work. I’m not grudgingly doing the work; I am enjoying it. It has given me a good feeling, I like it”

(IR1.1)

To a lesser extent, actors mention economic motivation [“The reduction in energy bills is a nice side effect” (NL2.1)] or even a combination of economic, personal, and professional individual motivations:

perhaps because I have always worked in the PV sector myself and have an affinity for it and the desire to help shape the energy transition, I seized the opportunity and decided to build a PV system after all. I had been thinking about it for a while, or we in the family had been thinking about it, and we had also obtained various offers from installers, which, yes, were firstly very complicated and secondly also very expensive. And the approach that SoLocal Energy then pursued was that you don’t operate a perfect system down to the last detail, also with the focus on self-consumption, but that it’s mainly about generating renewable energy and feeding it into the grid, so to speak, so that everyone gets something out of it

(GE4.1)

Community/Social Drivers

Some interviewees report motivation to react against political inaction [“What we see around us are poor examples set by local authorities, by government. We have people who are wanting to do better than that” (IR5.1)] and against social and economic injustices, as exemplified by several cases of co-housing initiatives in Spain [“renting in Barcelona is a drama (...) rentals with abusive clauses, rent increases, abusive energy prices, flats that were blown away by the wind and the air, very expensive flats, not insulated at all, incredibly cold” (SP3. 1)] or in Germany:

“We started our housing project because we were simply displaced. It’s very classic for Berlin. We had a factory behind the house, it was torn down, and then now it’s ok, we can live there nicely. And then it was clear, we’ll have to pay more here, let it be our own”

(GE3.1)

Along the same lines, other initiatives aim to democratize the energy system in view of the abuses being committed by certain pressure groups that have power in the political sphere and in the market:

“There were quite a few people who had a certain knowledge and a certain anger (...) so we are going to try to promote something that will serve to democratize this energy system which, in general—especially with renewables—is based on publicly owned resources and ends up being managed by lobbies that are not under public scrutiny at all”

(SP2.1).

A few interviewees mention motivation to be a model for others [“Setting a good example” (HU2.2.) or “acting as an ‘advocate’ of the sustainable energy cause within the organization” (BE1.1)]. They also mention enthusiasm about being part of a community with shared interests as a key driver of involvement [“the whole process of creating the cooperative, the first steps, the first successes... it was very exciting (…) the atmosphere was very good, very small committee, the successes were... it felt very good, they shared. Everything was very motivating, it got us hooked in the sense of wanting... to move forward and wanting to follow the next steps” (SP4.3)], [“First, I had a huge frustration inside me that I had to turn into action. Later, I was motivated by the fact that other people were open and interested” (HU4.1)].

Pro-Environmental Motivations

Many actors (especially founders) mention that they started their interest in the initiative in the context of their concern for ecological issues and their impact on future generations.

“Climate change and biodiversity losses are very alarming. And I am very aware of it. I think some people, just how they live their lives, it isn’t very present in their minds, it would be something out there to the side that is not really bothering them too much, maybe very occasionally. But I’m a person who is very tuned into world news (..). And I am equally tuned in to the apocalyptic predictions about climate change and biodiversity losses. And I am saying to myself: I’ve got a few years left of my life, I need to do something. That is where my motivation is coming as well”

(IR1.1).

Concern about climate change [“Environmental awareness has really come into my life. I wanted to be involved in a community where it was important” (HU4.3)], a broader vision regarding compatibility between human activities and nature [“To create a society which can operate alongside nature, not destroy nature and not exploitative of people and is extremely productive” (HU6)], and concern for future generations [“We think about what the world will look like when we are gone. For those grandchildren and great-grandchildren, society must solve the energy issue. We are not environmental freaks, but we want to contribute to this” (NL2.1)] are expressed as key motivations to become members of energy citizenship initiatives.

In some cases, motivations are related to the desire to influence the wider system by modeling it on a smaller scale first: “if we can change our own community to be an example of that, that in itself will influence much wider groups out there. So that’s the objective, really: If you can do it here to the very best of our abilities, that will itself create an influence on a much broader scale” (IR1.1)

Models of successful initiatives act as inspiration for promoters of energy citizenship initiatives: “I must admit that the examples of project leaders who have made a lot of things happen and who have organized themselves to do something together, that gives me shivers. There is the example of Béganne where there were maybe half a dozen citizens, and they managed to convince 1000 people to invest in a project. They raised 1 million euros for it and it allowed them to carry out a 5-million-euro project which, today, brings in 15 million euros on the French territory. Huge projects like that are extremely enlightening and inspiring. And in fact, that’s what it is for me, it’s this very inspiring side and also the direct link with the citizens to do things concretely. That’s why I applied” (FR2.1).

3.2.2. Structure of the Tool—Block 2

First, motivations are tackled by providing the user with information and examples of the types of motivations identified through the in-depth study of energy citizenship cases across Europe and with instruments they can use for the appraisal of their own motivations.

One of the main objectives of the tool, as described in the Introduction, has been to motivate learners to become energy citizens by choosing the ways in which they might become involved in energy system transformation. Learners are first guided to assess their own motivations by being exposed to knowledge of the diversity of motivations that drive those already involved in energy citizenship initiatives and asked, through three self-reflection activities, to see whether they identify with these. Regarding factors that might hinder motivation, users are invited to assess their own available resources and barriers to engagement in different forms of energy citizenship.

Based on the interviews, motivations to become involved in energy-related behavior and initiatives are grouped in individual and community-based motivations. Each category of motivations is illustrated for users with quotes from the interviews themselves as a way to again stimulate reflection on individuals’ own motivational sources. Among individual motivations, we find the need for autonomy and choice, control and sufficiency, a sense of satisfaction with “doing the right thing”, being interested or inspired by an initiative, or, to a lesser extent, having the time available to become involved in energy-related behavior and initiatives. The category of pro-environmental motivations is given particular attention in the tool as important motivators for energy citizenship behaviors. In this case, the empowered actions of others in three different life domains are illustrated: the household, as part of an energy citizenship initiative, and as a political actor in the wider energy system. Those using the tool are also invited to engage in a pragmatic evaluation of possibilities and resources for action, before being asked to assess specific commitments, as a way to avoid losing motivation through the mismatch between objectives and resources.

Concrete commitments for action have been proven to be quite effective for behavior change in previous studies [19]. To support empowerment for the three different goals of individual behavior change, contribution to energy citizenship initiatives, and wider energy system change, respectively, the list of commitments offered to the user moves from behaviors in the private sphere (e.g., reducing energy consumption through turning off appliances, investigating the advantages of solar panels, or controlling energy consumption through energy monitoring devices), to learning more about energy communities or attempting to influence others in one’s social environment, and finally to becoming informed about national legislation or becoming active in social movements to promote sustainable energy transformation. The learners are then invited to think about and choose a series of commitments that they could start adopting in daily life, in line with constructivist principles of using realistic and practical situations that support the translation of knowledge in action.

3.3. Collective Empowerment: Participating in Energy Citizenship Initiatives

The third building block goes into the topic of collective empowerment—educating users about the benefits and resources available through participation in energy citizenship initiatives, especially in terms of having control, impact, and a voice in shaping the energy system, key dimensions of motivation and empowerment as defined by different models [11,23].

3.3.1. Relevant Empirical Results for Block 3

The results of the interviews point to the importance of energy citizenship initiatives in supporting members’ sense of control and impact over energy-related decision-making. Most interviewees indicated that they feel they have autonomy and the capacity to act individually and within the initiative itself, although their ability to influence the wider system is, in many cases, seen as limited.

Some interviewees talk about impact in terms of political influence and power. Interviewees also highlight the role of collective community organization, as a means to have a voice and exercise influence at political levels, in shaping the system of energy provision and consumption:

[…] a community-owned energy cooperative in a local sustainable energy community has the potential to create enormous wealth for that community if they get their act together. Because energy is wealth. If they can find a way within their own community to tap into these sources of energy, whether sun, wind, biomethane, geothermal, whatever works for them, they have a source of wealth for their communities and it would be theirs. And it would also give them security because they are in control of it. And hopefully, it is a sustainable ongoing resource that they can use. [...] if you get to that stage of realizing that ‘I got political power here, to transform the community with others in the community’. We have reached that stage here, but I don’t think this is true for many communities

(IR1.1).

Developing the capacity to act and to influence others by way of example is seen as a key element of collective empowerment: [“I am installing aerothermia... (...) photovoltaics (...) advising my children, and my siblings. And friends, and in some... in a food consumption group that I’m in locally, telling people: ‘hey, this is interesting’” (SP4.1)], “I can take concrete action, by supporting others to do so, to change how decisions on energy are taken, how it is owned and how benefits are distributed” (FR2.1). There is, therefore, a commitment to the energy transition, to social improvement, and to facilitating knowledge which gives interviewees a sense of impact in the wider system, another key element of empowerment:

We are having some impact; it’s essentially for the greater good. The work that we are doing is helping people and communities. That includes alleviate fuel poverty, help people to live in healthier homes—that they are not in damp homes anymore. It’s also good for mental health probably, especially with those energy cost. (…) Community developing itself is a result of work that has been done. We have feed into that. And there are environmental benefits. It ticks all the boxes

(IR3.1)

I really make a link with how we can decide together, and not have a few people who are far away from us making decisions. And if we do things together, then that’s what gives us power, it’s the collective and therefore the desire to do things together

(FR2.1).

3.3.2. Structure of the Tool—Block 3

Based on the interview results, the tool invites users involved in energy citizenship initiatives to engage in a self-assessment of their own sense of control and impact.

The tool then presents and illustrates the multiple ways in which participants in energy citizenship initiatives can enhance their sense of control and impact, as key motivational dimensions supporting energy citizenship engagement, exemplified again with quotes of a variety of participants in the case studies analyzed.

Finally, this block presents the ways in which participants in initiatives can have a voice in energy-related decision-making, both within the initiative as well as outside, in the wider political context. Users are invited to reflect on the levels of involvement possible through an energy citizenship initiative, from lower levels of involvement, such as donating money or attending occasional meetings and voting, to higher levels of commitment, such as preparing activities, involvement in dissemination of the initiative’s objectives, or participation in wider political processes that might contribute to shaping the energy system. Learners are also invited to critically assess their own resources to participate in such activities in terms of knowledge and skills, information, availability of time, interest, and motivation. As mentioned before, these were identified as key resources for maintaining motivation to participate in the interviews. They are also shown examples of how they can provide a model for others and the impact that can be achieved through such examples.

Using the results of the interviews, the issue of individual and collective responsibility is tackled by illustrating how they intermingle for many people involved in energy citizenship initiatives. Again, through self-assessment, users are asked to identify their own attributions of responsibility regarding involvement in the ten different forms of energy citizenship identified through the typology; the aim is to promote a sophisticated understanding of the interplay between individual and collective responsibility and encourage moving away from passive positions.

Using the typology of individual and collective energy citizenship, users are asked to assess their motivation and resources for involvement in the energy transition again after having used the tool, and after having performed all of the activities of reflection and assessment presented to them, hopefully with a better understanding of what energy citizenship entails.

3.4. Implementation of the Empowerment Toolkit

In order to implement the empowerment toolkit, as the fourth stage in the ADDIE model, a decision was reached by the steering committee of scientists in the project to use the website of the project as the best platform for the implementation of the tool. A first draft of the tool’s contents, activities, and possible visual design was presented by the authors in a workshop specifically dedicated to testing and providing feedback on the tool. Scientists in the project with extensive conceptual and empirical knowledge on energy citizenship, as well as two members of the project’s advisory board with extensive theoretical and practical experience in the field of energy citizenship, examined the tool and provided feedback on its different components. They were also asked to test the tool as users and provide feedback on (a) additional content that might need to be included; (b) the pedagogical utility of the learning activities proposed; (c) the clarity of the information provided; and (d) the perceived motivational impact of the tool. Scientists were also asked to provide written feedback on the tool after the workshop itself. These suggestions were incorporated into a revised draft, which was subsequently adapted for web compatibility. Progress updates were regularly shared during consortium meetings, culminating in the presentation of the final version at the project’s closing meeting with advisory board members. The final version received positive feedback from the project team as well as the advisory board.

Finally, the tool was intended as an empowerment toolkit that could be flexibly used either by individual learners, organizers of energy citizenship initiatives interested in fostering empowerment, or educators in a variety of educational contexts. Its broad scope could be an advantage in terms of wider possibilities for use. However, the tool should be further tested and evaluated for effectiveness with these different categories of intended users. The current study has not included an evaluation component beyond expert scientific appraisal and case study participant feedback, which is a limitation.

4. Discussion

Citizen mobilization in sustainability transitions is of paramount importance if we are to achieve the sustainable development goals. Without the mobilization of households and citizens at both the individual and collective levels, it is not possible to achieve the objectives of mitigating climate change, restoring biodiversity, and regenerating our ecological resources while also maintaining healthy and just economies and societies. In spite of great technological advances and reductions in greenhouse gas emissions achieved through the implementation of clean technologies, further changes in behaviors and lifestyles are needed [2].

Within the broader arena of sustainability transformations, the transition towards a clean, sustainable, and just energy system is a key priority in European policy [5]. These include an overhaul of energy systems from centralized systems of production and distribution to decentralized forms in which citizens play multiple roles as producers, consumers, and active participants in policy decision-making, in line with values of democratic participation. The concept of energy citizenship reflects this democratic ideal for a sustainable energy system while upholding a pragmatic agenda of a shift in citizen attitudes and behaviors from the position of passive receptors and consumers of energy to the position of active agents of change, achieved through individual energy production and consumption behaviors, involvement in energy initiatives as a way to further mobilize collective change, and transition to informed participants in energy-related policy-making [7].

The ambitious agenda of energy citizenship calls for new types of knowledge, skills, and behaviors from active energy citizens. These need to be learned if the ideal of energy citizenship is to become a reality. Learning in this case does not only entail technical aspects regarding the functioning of the energy system but also an understanding of the forms and resources needed for active engagement as an energy citizen in the private and public spheres. The use of digital platforms in the energy domain has been linked to increased environmental awareness, attitudes, and intentions to implement pro-environmental behavior, for example [20], and reviews of evidence supporting their role in fostering environmental concern in students [55]. Significant changes in sustainable energy behaviors require knowledge about the footprints of different behavioral options, for example, while energy-related household decisions, such as proper insulation, require knowledge (e.g., on performance of insulation over time, types of insulation, investment payoff over time, etc.), skills, and financial resources. A sense of self-efficacy is a well-established determinant of pro-environmental behavior [56]. Studies [57,58] consistently show that higher self-efficacy increases confidence to take action, which leads to greater willingness to adopt sustainable behaviors like energy conservation, recycling, and use of renewable energy technologies. In the context of decentralized energy initiatives (e.g., community solar and microgrids), self-efficacy influences both initial participation and ongoing engagement, as individuals who feel competent are more likely to join and contribute actively [59,60]. Interventions that boost self-efficacy through education, skill-building, and positive feedback have been found effective in increasing pro-environmental motivation and sustained behavior change [61,62]. Self-efficacy also mediates the relationship between knowledge and behavior, meaning even knowledgeable individuals may not act unless they believe they can make a difference [63]. Assuming different roles in the energy system, such as that of the prosumer, also entails learning. Beyond these forms of energy citizenship at the individual level, effective participation in energy citizenship initiatives as well as in processes of energy policy shaping requires knowledge, motivation, and skills for active and democratic engagement. They contribute to achieving a sense of collective self-efficacy and impact, which have been shown to foster pro-environmental behavior [64]. Moreover, commitment to sustainable energy behaviors and practices needs to be achieved for citizen mobilization to become a reality [65]. Energy initiatives often struggle with how to foster ongoing motivation and commitment.

Digital tools have been proposed as a way to promote education for sustainable action, as well as for public participation in environmental policy. They can play a role in educating and empowering citizens as participants in shaping the energy system by promoting the values, knowledge, skills, and commitment required by the ambitious sustainability transitions reflected in the sustainable development goals agenda of the United Nations. Although strengthening environmental knowledge plays a key role in the adoption of pro-environmental behaviors, digital tools fare better if they use a variety of methods to engage different users [19].

The design of a digital tool to empower citizens in the exercise of energy citizenship draws on the understanding of the complex nature of such an endeavor and relies on a variety of methods and tools to promote learning of the values, practices, skills, and behaviors implied by it. It also aims to foster motivation for engagement at all levels, from the individual to the collective, in both the private and the public spheres. It uses an empirical base for the understanding of the types of knowledge, motivations, skills, and resources needed to become an active energy citizen, and it provides users with an ample set of examples of forms and pathways of engagement in a variety of European contexts. Drawing on the experience of active energy citizens across Europe, especially those involved in initiatives to promote new forms of energy production and consumption, as well as new forms of participation in the energy system, it aims to inspire and motivate involvement for those who are interested but find themselves at the beginning of their journey, as well as for those who are involved but struggle to find the best ways to remain motivated and achieve impact. The latter aim makes it suitable for a variety of educational uses by leaders of energy citizenship initiatives and educators at all levels in both formal and informal settings. Environmental education classes can make use of the many resources that form part of the tool to promote an in-depth understanding of new actors, roles, and forms of participation in shaping the energy system and thus increase environmental awareness as well as commitment for active engagement in sustainable energy behaviors and practices.

Learners are offered many examples designed to promote knowledge and motivate action, and they are supported in assessing their current knowledge, skills, and resources in order to decide on the best ways to become involved. Self-assessment exercises are also designed to raise awareness of the many options available. Finally, commitment-based resources are used at different stages as a recognized strategy to motivate the translation of knowledge into action. The dialectic of moving from the diversity of examples provided through the tool to self-assessment and commitment to personally engage with energy citizenship behaviors, and providing the user with the resources needed to do so, makes the tool useful and versatile in fostering both significant learning as well as mobilizing for action. It supports both individuals and organizations in implementing the sustainable development goals, especially those directly addressed by the tool.

Research on energy citizenship highlights critical implications for policy, education, and community engagement in sustainability transitions. Insights can guide policymakers to create inclusive frameworks that empower citizens to actively participate in decentralized energy systems, ensuring democratic and equitable access. For educators and digital tool developers, it is essential to design platforms that go beyond knowledge transfer to foster motivation, self-efficacy, and sustained behavioral commitment, tailored to diverse user backgrounds. Addressing the gap between awareness and action requires practical support and resources that help individuals overcome barriers to pro-environmental behavior. Embedding these approaches into formal and informal education can deepen understanding and civic participation. Finally, embedding digital empowerment tools into policy frameworks and governance systems provides valuable opportunities to expand citizen participation and connect local grassroots efforts with wider sustainability objectives [66].

5. Conclusions

As highlighted in the introduction, the energy transition envisioned by the European Green Deal and the United Nations Sustainable Development Goals demands not only technological solutions but also the empowerment of citizens as active participants in shaping sustainable energy systems [4,33]. This article presented a digital empowerment toolkit that responds to this demand by fostering energy citizenship—a multidimensional concept involving knowledge, motivation, critical reflection, and civic engagement in the governance of energy transitions [9,31].

The toolkit is grounded in constructivist pedagogy and structured using the ADDIE instructional design model [46]. It integrates tools for self-assessment, motivational exploration, scenario-based learning, and context-specific case studies to engage learners with real-world energy challenges. In doing so, it aligns with the core principles of Education for Sustainable Development, particularly in fostering agency, systems thinking, and participatory engagement [33]. By offering a scaffolded yet flexible structure, the toolkit supports individual and group learning journeys toward empowerment and action.

Moreover, the design of the toolkit draws on empirical insights from diverse European case studies on energy citizenship, making it adaptable across formal, informal, and non-formal learning settings. It enables educators, facilitators, and learners to explore sustainability challenges through dialogical, interactive, and action-oriented methods, thus aligning with transformative learning frameworks promoted by the OECD (2018) and others [34]. The toolkit also embodies the key tenets of energy democracy by encouraging learners to see themselves not as passive recipients of energy services but as co-creators of sustainable energy futures [32].

Importantly, the toolkit’s participatory structure supports not only individual empowerment but also the emergence of collective agency. Users are encouraged to articulate their values, question their levels of commitment, and become more involved as energy citizens. In doing so, the tool becomes both an educational and strategic instrument for building public engagement in energy governance.

In conclusion, the digital empowerment toolkit offers a timely, adaptable, and pedagogically robust resource for advancing energy citizenship in sustainability education. Future research should explore its long-term impacts on learner agency and behavior, as well as its potential for replication across different sociocultural and institutional contexts. As the need for inclusive, democratic, and just energy transitions grows more urgent, such tools will be critical in enabling learners to move from awareness to action [9].

Future research should investigate how individuals from diverse backgrounds develop and maintain energy citizenship, with particular attention to both personal and collective self-efficacy as key drivers of sustained engagement. There is a pressing need to design, implement, and evaluate digital empowerment tools that holistically combine knowledge acquisition, motivational support, skill development, and mechanisms for fostering commitment to energy action in both formal educational settings and informal community contexts. Cross-cultural comparative studies would provide valuable insights into how differing social, economic, and policy environments influence the success of citizen mobilization strategies. Lastly, exploring ways to integrate digital education and engagement platforms within existing energy governance and policy frameworks could enhance their scalability, legitimacy, and overall impact in advancing sustainable energy transitions aligned with global sustainability goals.