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100% Renewables as a Focus for Environmental Education

Published online by Cambridge University Press:  18 March 2013

William Adlong
William Adlong*
Affiliation:
School of Education, Charles Sturt University, Wagga Wagga, New South Wales, Australia
*
Address for correspondence: William Adlong, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga NSW 2678Australia. Email: wadlong@csu.edu.au
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Abstract

The rapid development of renewable energy technologies has a number of implications for environmental educators and educators more generally. The costs of a number of renewable energy technologies are expected to be competitive with fossil fuels within 10–15 years and some installations are competitive already. From 2006–2011 global installations increased an average of 26% per annum for wind power and 58% per annum for solar photovoltaics (REN21, 2012). Investment in renewables (excluding hydropower) has increased by 20–30% per annum, reaching $US260 billion (AUD 245 billion) in 2011. The credibility of proposals for economies based largely on renewables is gaining recognition. These developments suggest that a satisfactory response to the dire projections around climate change can be implemented. To do so, understanding of the potential and status of renewables needs to be more widespread and accelerated on formal, informal and policy-making levels. Environmental educators within formal and informal settings can promote understanding and action so that the potential of such renewable energies is realised.

Keywords

renewable energyclimate action groupscommunicative actioninformal educationsolar photovoltaicwind powerconcentrating solar thermal
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 28 , Issue 2 , December 2012 , pp. 125 - 155
Copyright
Copyright © The Authors 2013

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