This book examines the nature of the ‘energy curriculum’ in Arctic Higher Education and provides invaluable data and new models to assess levels of Sustainable Development Literacy. Drawing on course mapping conducted in Higher Education institutions across the Arctic, Arruda looks at the nature, structure, and design of the Arctic Higher Education curriculum in order to assess levels of Sustainable Development Literacy and considers the extent to which Arctic Higher Education courses align to UNESCO Education for Sustainable Development (ESD). Using data from four key case studies in Norway, Canada, and the US, and applying a framework drawn from different knowledge systems (Traditional Knowledge and Western educational system), she analyses the different educational approaches and pedagogies used and specifically considers how Higher Education in this region can contribute to the accomplishment of Sustainable Development and the Sustainable Development Goals. The book concludes by proposing new models to assess Higher Education adherence to ESD and outlines how a culturally inclusive curriculum can invite different groups of people to engage in a meaningful Sustainable Development debate, learning experience, and knowledge application. This innovative volume will be of great interest to multicultural students, scholars, and educators of Sustainable Development, climate change, energy, Arctic studies, and global Higher Education across the Arctic and non-Arctic nations.

This book explores various facets of the transition to renewable energy in the Arctic region. It critically examines the adverse effects of fossil fuel extraction and use, environmental and social impacts of climate change, and the possibility of a low carbon energy system through innovation and technology. Drawing together a diverse range of contributors and considering a range of new energy sources, this volume also looks at the scale of the transition challenges in the Arctic energy production and use, the necessary flexibility to balance energy demand and supply, the need of a more integrated energy infrastructure, and the new energy business models, health and safety, and quality standards for the region. Finally, it examines the transit and influence between Arctic and non-Arctic countries, in terms of growth, partnerships and new dynamics of a transitioning process to a sustainable energy system. Focusing on specific case studies that represent the most relevant energy projects in the region, this book will be of great interest to students and scholars of energy policy and transitions, climate change, global business and sustainable development.

In recent years the Arctic has become the focus of political, popular and scholarly debates around the future of our world’s Energy. Increasing consumption, dwindling reserves, climate warming and developing technologies are expected to push energy-related activities ever further into the previously inaccessible north. Within this framework, energy in the Arctic is predominantly understood as synonymous with oil and gas production for international exports; meanwhile, any social sustainability concerns associated with energy-related developments remain largely neglected or reduced to regional socioeconomic concerns. Lempinen adopts an alternative approach, exploring how energy and its societal aspects are defined and debated in the context of the circumpolar north. Combining an in-depth conceptual discussion on energy and the social dimension of sustainability with an empirical focus on the scientific and political “truths” produced about energy and society in the Arctic energyscape, this book is an enlightening read for students, scholars and professionals interested in issues related to energy and society in the Arctic or beyond.

Research indicates that reductions in personal energy use can be effective in reducing a country's overall carbon dioxide emissions, potentially lessening the impacts of global climate change. However, the public is generally ill informed about energy use and the energy-saving behaviors that can lead to these reductions in emissions. As such, it is necessary to begin educating future citizens about the energy system and energy use in an effort to foster more energy literate students. This thesis uses existing research about energy literacy and misconceptions among students to create a cohesive curriculum unit to promote energy literacy through teaching about energy behaviors and use. High-quality lessons and activities about energy were found and compiled into a systems thinking curricular unit comprised of two activity cycles that address energy use, conservation, and efficiency, and the role students play in the larger energy system. Following the curriculum, a discussion connects each of the activities within the curriculum to systems thinking literature, educational theory, and the energy literacy research. Next, an exploration of where the activities within this curriculum guide can fit into various high school courses is included. Finally, curriculum writers were contacted in order to illuminate the barriers to distributing high-quality curricular units to science educators, and opportunities for further dissemination of research-based curriculums are presented.

The changing Arctic geopolitical and natural environment presents significant new challenges and opportunities for innovation, economic development, and sustainable energy, as well as enhancing resilience and security in Alaska communities and the greater Arctic region. NREL's Arctic strategy focuses on addressing the impacts of climate change, developing a clean energy and weatherization workforce in the arctic, advancing energy innovation, developing climate appropriate and affordable housing, and ensuring energy security in an era of growing geopolitical threats.