2019 Volume 70 Issue 2 Pages 86-96
We have continuously investigated the impact of energy-saving education on energy-saving behavior. We confirmed that students' consciousness changed after education and that CO2 emissions were reduced. However, although “energy-saving education” leads to an increase in the level of energy- saving behavior, a certain number of layers remain unchanged after education. It was suggested that energy-saving education corresponding to each person's level is necessary.
In this research, we believe that a “behavior change stage model” may be applicable to energy-saving behavior change and we decided to confirm the effect of energy-saving education based on such a model.
As a result, it was confirmed that when energy-saving education was conducted among those with no interest in environmental problems, the degree of practice of energy saving behavior did not improve. In addition, it was suggested that adopting a behavior change stage model and introducing an intervention strategy for each stage, promotes energy-saving behavior change.
