Energy and sustainability: Role-playing in the classroom

Key Points

Students demonstrated improved understanding of sustainability through role-playing exercises in classroom settings.
The game-based approach highlighted the complexity of energy sources and their societal implications, enhancing critical analysis skills.
Observational analysis across two educational environments revealed varied perceptions of energy sustainability based on scale and context.
The findings suggest that the arguments around energy sources often stem from complex political and social factors.

Abstract

Energy is one of the main issues presently faced by humanity. A game-based approach was pursued in two experimental classroom sessions (in a high school and a university course) to let students understand the complexity of the matter. By playing different roles the students understood that: (i) the perception of the sustainability of different energy sources is highly dependent on the scale of analysis (e.g., national or local); (ii) energy is directly or indirectly connected with many political, environmental, social and economic issues; (iii) arguments to support or oppose specific energy sources should be carefully analysed as they may be put forward by pressure groups with a hidden agenda.

Energy and sustainability: Role-playing in the classroom

Key Points

Abstract

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