Does the promotion of photovoltaics in schools influence energy behaviours: An evaluation of the Queensland solar schools initiative

Stacey Tabert, Faculty of Arts, Humanities and Education, Central Queensland University, Australia

Keywords

energy behaviours, energy conservation, energy efficiency, photovoltaics, program evaluation, renewable energy, solar schools

Abstract

In order to meet the requirements of Australia’s Mandatory Renewable Energy Target (MRET), energy providers in the state of Queensland have agreed to purchase green energy for State Government Buildings by supporting a program to install solar photovoltaic (PV) power systems in schools. The objective of the Queensland Solar Schools initiative is to provide schools with an educational resource that raises awareness about green energy technologies while reducing school electricity usage costs. This initiative is based on a widespread belief that exposure to renewable energy technology will create a number of conservation spin-offs such as the uptake of energy efficiency and energy conservation measures in schools. The central purpose of this paper is to evaluate the Queensland Solar Schools initiative and to investigate whether schools with solar PV installations come to view and use energy differently.

Identifying whether the installation of solar PV technology is a catalyst for stimulating energy efficiency measures and energy conservation behaviours in schools is beneficial to a broad range of stakeholders involved in promoting renewable energy, energy efficiency, and sustainable energy use. Using feedback from solar schools, this paper will identify problems associated with the Queensland Solar Schools initiative and barriers to the uptake of energy efficiency and energy conservation measures in solar schools as well as possible solutions for the future of the program. The study is applicable to government officials, energy providers, and policy makers as well as school administrators, curriculum designers, and practitioners.