Abstract
Japan faces serious energy issues such as high dependency on fossil resources from abroad and slow introduction of renewable energy. Although technological progress is urgently needed to solve these issues, consumers need to select energy in an appropriate way in terms of environmental and economic aspects. These actions require energy literacy which is the foundation for achieving acceptable and novel energy systems. Therefore, we need to discuss how all citizens can be energy literate. This study focuses on future decision-makers in energy choices, being high school students in Tanegashima High School located in Kagoshima Prefecture, Japan. In particular, it aims to examine how effectively energy education （‘workshop’） affects energy literacy including knowledge, affective and behavioural domains as well as their preferences and its willingness-to-pay in terms of selecting electricity plans by choice experiment questions. It is concluded that the active learning method used in the workshops had positive impacts on the students’ knowledge about energy; however, these students did not exhibit significant affective, behavioural, and preference changes after the workshops.
