INTRODUCTION
The necessity of the research
Renewable energy (RE) resources are sustainable and clean energy sources that are naturally replenished and can provide long-term energy solutions Currently, the high demand for energy is primarily met through non-renewable sources, which contribute to environmental harm by emitting greenhouse gases like CO2 According to the National Geographic Society, the United States continues to rely heavily on non-renewable energy sources.
The development of sustainable practices is essential for the future, with renewable energy emerging as a key solution to promote sustainable development This shift is crucial for meeting the climate targets set by the Paris Agreement.
Renewable energy sources, particularly wind, solar, and hydroelectric power, play a crucial role in sustainable energy production Norway has been a pioneer in sustainability, utilizing renewable energy since the late 1800s, making it a leader in the field of green electricity.
The Philippines and Indonesia rank as the second and third largest geothermal power generators, while Japan and China led the solar PV markets in 2014 Although investment in renewable energy in Myanmar is progressing slowly, the Myanmar Sustainable Development Plan (MSDP) for 2018-2020 emphasizes the importance of increasing renewable energy generation Consequently, it is essential to assess students' awareness of renewable energy to foster a more energy-conscious generation and promote sustainable development.
Natural resources are depleting rapidly due to excessive extraction for daily human consumption, driven by self-centered desires for luxury This insatiable greed leads to both legal and illegal exploitation of these resources worldwide Moreover, the global response to environmental devastation remains inadequate, as organizations struggle to address the ongoing crisis effectively.
Preserving our planet is more crucial than ever, as time is running out to implement effective conservation efforts If we fail to act now, future generations will face severe resource shortages The depletion of natural resources is closely linked to climate change, which poses significant challenges for countries worldwide We are already witnessing the adverse effects of climate change, including global warming, droughts, and flooding, leading to widespread suffering and economic distress Addressing these crises is essential to protect both people and the environment.
Climate change significantly impacts countries rich in natural resources, particularly in Eastern regions, where the phenomenon of the resource curse is evident This curse suggests that nations abundant in natural resources, like those in Southeast Asia, often experience slower economic growth, diminished democracy, and poorer development outcomes Myanmar exemplifies this issue, possessing valuable resources such as oil, gas, minerals, precious stones, timber, and hydropower potential Currently, a large portion of Myanmar's revenue relies on these natural extracts; however, systematic exploration of its resources remains low due to outdated survey techniques.
One of the key strategies in the Myanmar Sustainable Development Plan (MSDP) is to enhance renewable energy generation Promoting renewable energy is essential, as Myanmar is rich in natural resources However, the depletion of these resources, such as forests and mountains, poses a significant threat to the environment, leading to climate change issues like global warming, rising sea levels, and increased flooding This environmental degradation will inevitably impact future generations, who may face severe crises despite the current ability to sustain livelihoods without relying on natural resources Recognizing these consequences is crucial for sustainable development.
Extracting resources responsibly is essential, and transitioning to renewable energy is a key solution to reduce reliance on non-renewable sources In Myanmar, utilizing renewable energy poses challenges due to the need for advanced technology; however, simple changes in daily habits can enhance its adoption For example, installing solar panels represents a significant step toward harnessing solar energy, which is a sustainable resource Additionally, the collective mindset and actions of individuals regarding renewable energy are crucial for fostering positive change Each person's contribution to combating climate change is vital for driving meaningful progress.
The Myint-Mo Education Foundation (MEF) is a non-profit organization in Myanmar that operates five academies across different states, all delivering a uniform curriculum that includes various development subjects, with a focus on environmental issues within the Social Science curriculum Each academy actively engages in environmental conservation activities, yet there remains a lack of emphasis on climate change and renewable energy among students This study aims to assess the willingness and awareness of MEF students regarding renewable energy as a means to promote sustainable development The findings are expected to provide valuable recommendations for MEF to enhance its approach to climate change mitigation and foster sustainable practices.
The research questions and objectives
To guide the study, the following research questions are raised:
1) What is the level of awareness and willingness of the students on renewable energy utilization in regard to sustainable development? n
2) Is there any relation between awareness and willingness of the students on renewable energy utilization in regard to sustainable development?
3) What is the requirements of the current situation to convey effective message to the schools and leaders for sustainable development?
4) Which factors of the schools need to improve in order to promote effective renewable energy awareness and willingness of the students?
This study aims to investigate the awareness and willingness of post-secondary students from the Myint-Mo Education Foundation (MEF) regarding renewable energy, providing insights into its role in climate change mitigation and sustainable development The research focuses on specific objectives related to understanding students' perceptions and attitudes toward renewable energy solutions.
1) To investigate the willingness and awareness of the post-secondary students on renewable energy utilization toward sustainable development
2) To investigate the relation between students‟ awareness and willingness on renewable energy utilization toward sustainable development
3) To investigate the requirements of the current situation to convey effective message to the schools and leaders for sustainable development
4) To provide recommendations to the schools to promote effective renewable energy awareness of the students
To achieve the research objectives, this study will encompass a literature review, data analysis, and an assessment of MEF students' awareness and willingness to utilize renewable energy for sustainable development Additionally, it will provide robust recommendations to promote sustainable practices.
Research hypotheses
1) There is a significant difference in awareness of renewable energy utilization toward sustainable development between male and female students
2) There is a significant difference in willingness of renewable energy utilization toward sustainable development between male and female students
3) There is a significant effect of sources of information on the awareness of renewable energy utilization toward sustainable development of the students n
4) There is a significant relation between awareness and willingness of the students on renewable energy utilization toward sustainable development
5) Education on Renewable energy has been organized in all schools but still need to improve school facilities, human resources and teaching equipment
6) Education on renewable energy need to promote nationwide and still need so many supports from differences sectors such as government sectors, non- governmental organizations (NGOs), etc to provide funding, quality education on renewable energy.
Objects and scope
Activities and methods on the awareness and willingness on renewable energy utilization toward sustainable development in post-secondary students from
Myint-Mo Education Foundation (MEF), Myanmar.
This study examined the awareness and willingness to adopt renewable energy for sustainable development among post-secondary students at the Myint-Mo Education Foundation (MEF) Conducted across five academies in geographically diverse regions of Myanmar, including Karen State, Kayah State, Kachin State, Shan State, and Chin State, the research highlights the importance of educating youth on renewable energy initiatives.
6 Figure 1 1: Map of the MEF academies location
Research framework
This study aims to assess students' awareness and willingness to utilize renewable energy in the context of sustainable development The findings underscore the significance of fostering students' understanding and readiness to engage with renewable energy solutions for promoting sustainability.
The study of the research framework were provided in the following figure 1.2
Terms and definition
Renewable energy refers to energy derived from naturally replenishing sources that are flow-limited, making them virtually inexhaustible over time but restricted in the amount of energy produced at any given moment Key renewable energy resources encompass biomass, hydro, geothermal, solar, wind, ocean thermal, wave action, and tidal action (EIA, 2020).
Climate change refers to the long-term alteration of global or regional climate patterns, particularly the increase in global temperatures observed since the mid-20th century.
Climate change refers to alterations in the global atmosphere caused by human activities, which modify its composition beyond the natural variability observed over similar time frames (UNFCCC, 2011).
Sustainable Development : Development that meets the needs of the present without compromising the ability of future generations to meet their own needs (United Nations,
Awareness refers to the state of being knowledgeable and conscious, enabling individuals to perceive and feel events, objects, or sensory patterns It encompasses the ability to be informed and alert to one's surroundings, highlighting the importance of cognitive recognition in our daily lives (Gafoor, 2012a).
The quality or state of being aware, knowledge and understanding that something is happening or exists (Merriam Webster, 1839)
Willingness : The quality or state of being prepared to do something; readiness (Oxford, 2021) n
LITERATURE REVIEW
Sustainable development
The swift progress in science and technology has led the international community to face numerous global challenges Recently, sustainable development issues have gained significant attention from both the public and governments, particularly regarding environmental concerns affecting various countries worldwide.
Sustainable development refers to the responsible management of resources to fulfill present needs while ensuring that future generations can also meet their own requirements This concept emphasizes the importance of balancing current consumption with the preservation of resources for the future (Hassan & Rahman, 2011).
Sustainable development encompasses three key dimensions: economic, social, and environmental To achieve sustainable development, it is crucial to address the growing energy demand, which involves enhancing individual living standards, boosting societal production, and minimizing pollution associated with resource utilization.
The United Nations has outlined 17 Sustainable Development Goals (SDGs) that countries must achieve by 2030 to ensure sustainable development A significant link exists between the use of renewable energy sources and sustainable growth, with SDG 7 emphasizing the need for affordable, reliable, modern, and sustainable energy for all Additionally, UNESCO's initiatives to promote education rights are closely connected to gender equality, as reflected in SDG 4, which aims to provide inclusive and equitable quality education, and SDG 5, which focuses on achieving gender equality and empowering women and girls through the Education 2030 Framework for Action.
Environmental education plays a crucial role in sustainable development, having been incorporated into educational systems from elementary to tertiary levels Its primary goal is to enhance individuals' understanding of environmental issues, raise awareness about potential solutions, and inspire action toward addressing these challenges (Stapp, 1969).
Renewable energy
Renewable energy is certainly necessary for a sustainable society in which individuals and industry can profit and prosper while natural resources are replenished at a reasonable rate
Renewable energy is sourced from natural elements like sunshine, wind, rain, and tides, encompassing six main types: wind, solar, biomass, geothermal, hydropower, and biofuels These renewable sources serve as viable alternatives to fossil fuels, with solar, wind, and biofuel being the most prevalent Currently, renewable energy contributes approximately 16% to global final energy consumption, with traditional biomass at 10% and hydroelectric power at 3.4% Additionally, emerging renewables, including small hydro, modern biomass, wind, solar, and biofuels, account for another 3% and are rapidly growing.
The adoption of renewable energy sources, particularly solid-state lighting, offers a viable solution to local energy challenges amid contemporary environmental and climate issues.
Renewable energy technology plays a crucial role in enhancing daily life by providing electricity for cooking, space heating, and lighting It also supports education by supplying power to schools In many developing countries, renewable energy initiatives have demonstrated their potential to improve livelihoods by enabling businesses and job creation (Alhayali et al., 2017a) In Bangladesh, the implementation of renewable energy in rural and hard-to-reach areas has been particularly impactful.
11 improve access to electricity and thereby raise people's living and social standards (Anwarul Islam & Salma, 2016)
The integration of renewable energy (RE) in society significantly benefits communities To foster a healthier society through energy use, it is essential to enhance awareness and education about renewable energy within the educational sector Promoting RE education is crucial for driving sustainable development in society.
Awareness and willingness to use RE
Awareness plays a crucial role in shaping human behavior and interactions As defined by Gafoor (2012a), awareness refers to the ability to notice and experience objects or patterns This state of awareness significantly influences an individual's feelings and understanding of various concepts.
Awareness measurement is typically categorized into three types: scales, tests, and questionnaires, aimed at uncovering what respondents know and don't know To effectively develop an awareness measure, it is essential to follow a structured approach that includes determining the type of awareness, defining the nature of the domain, selecting a relevant population, identifying the measure's objective, defining the domain and creating items, editing and analyzing these items, and finally, demonstrating reliability and validity (Gafoor, 2012b).
Knowledge, perceptions, and practices are fundamental areas of awareness that influence behavior, as highlighted by Redzuan (2001) Knowledge is acquired through various means such as observation, listening, and accessible media Perceptions shape how individuals view themselves and their communities, providing valuable insights and suggestions Actions taken by individuals or communities aim to mitigate the effects of malpractice, emphasizing the importance of knowledge, attitudes, and practices in fostering positive responses to energy efficiency initiatives This synergy is essential for the success of such programs (Ibrahim, n.d.).
Figure 2 1: Major stages of awareness development process
Research identifies three key stages in the development of awareness: the environmental stage (input), the mental stage (process), and the behavioral stage (output) In the first stage, external stimuli act as the primary input, influencing behavior through environmental interactions The second stage involves perception and cognition, which are essential for processing, selecting, and understanding information Finally, the behavioral stage reflects how the accumulated data manifests in the individual's behavior (Choong et al., 2006).
Raising energy awareness is crucial for fostering future changes in energy conservation, as highlighted by Wong (1997) However, research by Aslanidou and Menexes (2008) indicates that society lacks sufficient information about the use of renewable energy in energy production.
The production of consciousness requires a thorough reevaluation of the connection between learning and awareness Learning involves acquiring skills like reading, typing, or even basic human activities such as walking and talking (Wai et al., 2006) Research indicates that enhancing employee awareness is a highly effective strategy for motivating energy conservation (Turner, 2001).
Enhancing the educational background of youth and fostering their environmental awareness are essential for cultivating responsible energy consumers of the future Additionally, providing teacher education focused on renewable energy is crucial, as knowledgeable educators will effectively support and guide students in understanding sustainable practices.
13 students in gaining accurate information and values related to this issue of understanding the benefits of renewable energy to society and the environment (Liarakou, Gavrilakis, Flouri, 2009)
Therefore, it is necessary for implementing energy education at all levels of education, including high school, university, and other academic institutions (Halder,
Enhancing energy education in schools is crucial for improving awareness among both teachers and students Without this focus on energy knowledge, understanding will remain limited Knowledge is fundamentally linked to awareness, and a deficiency in knowledge signifies a lack of awareness (Wai et al., 2006).
Willingness is a psychological state reflecting an individual's readiness to engage in specific behaviors under suitable conditions (Matear, 2014) While much of the existing research has concentrated on public approval and the willingness to pay for renewable energy, there is a growing recognition of the importance of understanding people's willingness to use renewable energy and the factors that influence this willingness (Altuntas, Turan, 2018).
The willingness to adopt renewable energy is significantly influenced by the Technology Acceptance Model, which suggests that users are more likely to embrace new technologies based on their perceptions of ease of use and value Perceived utility plays a crucial role, as individuals consider the benefits of renewable energy, such as improved living standards, health advantages, and environmental friendliness Additionally, various factors, including household characteristics (age, income, education, gender, expenditure), the availability and accessibility of renewable energy options, awareness of energy benefits, and supportive government policies, shape public attitudes toward renewable energy adoption (Adjakloe et al., 2020).
The Technology Acceptance Model illustrates how human attitudes influence the intention to adopt technology, particularly in the context of energy use This model highlights the role of perceived ease of use and perceived utility as key factors that mediate individuals' willingness to engage with new technologies Understanding these perceptions is crucial for enhancing user acceptance and promoting effective energy solutions.
14 use, perceived usefulness, and external variables indicated previously in this study considers attitude toward renewable energy consumption to be a mediating factor (Adjakloe et al., 2020)
The Technology Acceptance Model highlights that public acceptance is crucial for the adoption of renewable energy sources (RES) However, this acceptance must go beyond mere acknowledgment of transmission and generation capabilities; it requires active involvement from stakeholders in the energy transition and a genuine willingness to engage with RES initiatives (Adjakloe et al., 2021; Komendantova & Yazdanpanah).
Stakeholders play a crucial role in energy transitions, but the significance of education must not be overlooked Research indicates that education is a key factor influencing the adoption of renewable energy sources (MacPherson & Lange, 2012).
Research by Swofford and Slattery (2010) highlights that household and respondent education significantly influence the desire to utilize energy This finding aligns with previous studies indicating that higher education levels correlate with an increased likelihood of adopting modern fuels.
Study by (Ntanos, Kyriakopoulos, Chalikias, Arabatzis, & Skordoulis, 2018) also mentioned that, in Greece on public opinion and willingness to accept renewable energy, n
15 and found that willingness to adopt renewable energy was directly associated to education
Education plays a crucial role in promoting the utilization of renewable energy, particularly when introduced to students at a young age This early education fosters a generation of experts who are well-versed in the advantages and disadvantages of natural resource usage, ultimately contributing to the country's economic growth (Altuntaş & Turan, 2017a).
Myanmar's educational system and MEF
Myanmar, formerly known as Burma until 1989, changed its name to better represent the nation's ethnic diversity As a member of the ASEAN community, Myanmar plays a significant role in regional cooperation and development.
Myanmar's education system has evolved significantly in response to changing political circumstances, currently comprising six years of primary education (Grades 1-6), three years of lower secondary (Grades 7-9), and two years of upper secondary education (Grades 10-11) With a total of 47,365 basic education institutions, the system serves approximately 9.26 million students, primarily managed by the Ministry of Education's Department of Basic Education.
Every year, the 1st of June is the official start date for schools in Myanmar Table 2.1 shows the number of schools, teachers, and students in basic education for the 2015-
Table 2 1: Number of schools, teachers and students in the 2015 - 2016 academic year n
No School Category Number of Basic
Source: (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
Preschools cater to children over two years old in long-term care or the public system, while kindergarten starts for children aged five years and eight months, with a minimum age of four years and eight months by the school start date The Ministry of Education in Myanmar, through its Department of Basic Education, is responsible for overseeing primary, lower secondary, and upper secondary education.
Education at the primary level
Primary education is the foundational level of mandatory basic education, typically lasting six years, which includes one year of pre-school (kindergarten) starting at age five This education is divided into two cycles: lower and upper primary To advance to secondary school, students must pass a comprehensive test of core subjects after completing Standard 4 The teaching and learning process officially begins in kindergarten at age five.
Secondary schools, which include both middle and high schools, are frequently combined Standard 5 to Standard 8 (lower secondary level) are offered at Secondary n
Middle Schools, whilst Standard 9 and Standard 10 (Matriculation) are offered in Secondary High Schools (upper secondary level)
Middle schools mark the initial phase of secondary education, transitioning students from Standard 5 to Standard 8 before they undertake their Standard 8 exams In high school, all students are required to study core subjects including Myanmar, English, and Mathematics The curriculum also offers specialized majors, with arts students focusing on geography, history, and economics, while science students delve into chemistry, physics, and biology At the end of their two-year high school journey, students take the university admission examinations, known as matriculation examinations, which are held annually in March by the Ministry of Education's Board of Examinations, concluding their studies at the end of Standard 10.
Myanmar has a new basic education system
In 1998, Kindergarten (KG) was reclassified as Grade 1 in Myanmar, shifting its focus from traditional play-based learning to formal education Despite the young age of students, who are only five years old, they are taught the former Standard 1 syllabus, placing Myanmar's academic standards one year ahead of internationally recognized age norms.
The diagram below depicts a comparison between the Old and New Basic Education Systems n
Figure 2 3: The Old and New Basic Education Systems
Source: (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
The Rangoon University Bill was enacted in 1920, allowing students to pursue higher education after high school Depending on their interests and matriculation examination results, they can choose to enroll in an Arts and Science University or opt for specialized institutions such as Technological, Medical, or Economic Universities.
Furthermore, a considerable number of students attend monastic, private, community, and ethnic education institutions to receive basic education (Education-
System-in-Myanmar-Brief-Description-of-Primary-Secondary-Tertiary-Education.Pdf, n.d.)
Myanmar's ethnic variety is one of its most distinguishing features There are more than 135 different ethnic ethnicities in Myanmar (Rainforest, 2020) With finances n
The Myanmar Education Consortium (MEC), backed by a $22 million investment from the UK and Australia, aims to enhance the country's education system over the next five years, prioritizing ethnic community schools and monastery institutions.
In 22 November 2019, NAY PYI TAW – Myanmar today unveiled the country's first-ever Alternative Education Subsector Policy Framework, which will govern the development and implementation of out-of-school education activities “This strategy is in line with the Ministry of Education's policy of „leaving no child behind,' and will also help the nation achieve its goals under the Myanmar Sustainable Development Plan (MSDP) and the National Education Strategic Plan (2016-2021),” said Deputy Minister
U Win Maw Tun in his opening remarks (UNICEF Myanmar, 2019)
Education spending in Myanmar rose from 0.7% of GDP in FY 2011/12 to 2.1% in FY 2013/14, yet it remains below the ASEAN average of 3.6% The country faces significant challenges, including inadequate quality of education services, a shortage of qualified teachers, poor school infrastructure, and outdated teaching methods Additionally, ongoing conflicts and disasters are disrupting the learning experiences of many children (Oxford Business Group, 2017).
In conflict-affected regions like Kayin, Kayah, Shan, and Rakhine States, only 10% of children attended elementary school in 2005 To address the educational needs of marginalized ethnic communities, various resistance groups have established their own schools, such as those run by the Kachin Independence Organization (KIO), the New Mon State Party (NMSP), and the Karen National Union (KNU) Currently, there are over 2,420 ethnic schools catering to more than 228,000 students at primary, middle, and high school levels (Lopes Cardozo & Maber, 2019).
Table 2 2 : Enrolment rates in ethnic schools (Jollife 2014)
State No of schools No of students n
Source from : (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
Tertiary-Education.Pdf, n.d.) Additional ethnic education programs are also run through churches or monastic schools in these areas (Lall & South, 2014)
Myint-Mo Education Foundation (MEF)
Myint-Mo Education Foundation (MEF) is a non-profit educational organization (registered organization) MEF, which is currently financed by Child's Dream Organization and under MEF, there have five academies
In Child‟s Dream, it consists of Child's Dream Association Switzerland and Child's Dream Foundation Thailand as charitable organization
– In Thailand and Laos, the Child's Dream Foundation (Thailand) implements and sponsors the project activity
– In Myanmar and Cambodia, the Child's Dream Association (Switzerland) implements and sponsors the project activity
Child's Dream Association is a non-profit organization dedicated to helping underprivileged communities in the Mekong Sub-Region, which includes Myanmar, Laos, Cambodia, and Thailand (Child‟s Dream Annual Report, 2020)
Since 2013, Child's Dream has supported the Myint-mo Education Foundation (MEF), previously known as the Myanmar Community Academies Program (MCAP) MEF operates five academies across Kayin, Kayah, Kachin, Shan, and Chin ethnic states, providing a consistent curriculum that focuses on general knowledge, social science, English language, computer skills, and social entrepreneurship The academies offer a two-year academic program designed to equip students with essential skills for their future.
The academies are dedicated to empowering socially-engaged youth from diverse backgrounds by equipping them with essential skills and knowledge for effecting positive change in their communities Graduates emerge with enhanced awareness, confidence, and the ability to contribute to community development and peacebuilding among different groups, along with the academic foundation to pursue further education if they choose (Siegfried, 2021).
International cooperation to make national electrification plans for Myanmar 21 1 Myanmar national electrification plan 2014 (MNEP) (World Bank)
The United States published the “Prohibition on New Investment in Burma” in
Since 2004, the United States, European Union, Australia, and Canada have imposed and strengthened economic sanctions on Myanmar, complicating operations for international organizations like the World Bank and JICA With a national electrification rate of just 37%, the lowest in ASEAN, Myanmar faces significant economic challenges The adoption of a new constitution and election scheme in 2008 led to the election of Mr Thein Sein as the 8th President in 2011, marking a pivotal moment when the international community began to ease sanctions This shift initiated a new phase of economic growth, emphasizing the need for infrastructure development and long-term planning in power generation In response, international organizations have started to formulate national energy production plans, focusing on four key pillars to support Myanmar's electrification and overall development.
1) Myanmar National Electrification Plan Towards Universal Access 2015-2030 (MNEP) by World Bank
2) Myanmar National Electrification Program (NEP) in 2014 by CASTALIA Strategic Advisors
3) National Electric Master Plan (NEMP) in 2014 by JICA
4) Power Sector Development in Myanmar in 2015 by Asia Development Bank (ADB) These four pillars lead to the “Myanmar Climate Change Master Plan (MCCMP )2018- n
2030.” Following these plans, Myanmar established the national target, 100 ％ electrification in 2030 named „2030 Universal Access Plan.‟
Figure 2 4: International Cooperation to make National Electrification Plans for
This section outlines four proposals alongside the MCCMP to elucidate Myanmar's current power generation landscape, while also evaluating the advantages and challenges of these plans in relation to the "2030 Universal Access Strategy."
Myanmar's Climate Change Master Plan (2018-2030) offers essential insights for enhancing the quality of life, especially in ethnic minority regions, while also addressing the disparities between urban and rural areas.
2.5.1 Myanmar national electrification plan 2014 (MNEP) (World Bank)
The MNEP summary, Development of a Myanmar National Electricity Plan, describes Myanmar's current situation and refers to "Universal Access."
Myanmar faces one of the lowest electrification rates in Southeast Asia, with less than 30% of households having access to electricity While urban areas like Yangon and Mandalay boast an electrification rate of about 75%, rural areas lag significantly behind, with only 16% of households connected to the power grid Consequently, the disparity in electricity access between urban and rural regions is vast, contributing to Myanmar's low per capita electricity consumption, which ranks among the lowest globally.
In Myanmar, 23 rural communities in border areas lack access to grid-based electricity, while regions with significant rural populations, such as Ayeyarwady and Magway Regions and Rakhine State, have electricity access rates below 10% This limited access to electricity serves as a critical indicator of both relative and absolute poverty levels in the country, highlighting the urgent need for improved energy infrastructure (World Bank, n.d.).
Mr Xiaoping Wang from the World Bank and Maung Win from Myanmar's Ministry of Agriculture, Livestock, and Irrigation discussed the Myanmar National Electrification Plan (MNEP) and the university's focus on achieving electricity access by 2030 They highlighted that approximately 7.2 million households are expected to be connected to the grid, with an estimated total cost of $6.0 billion This indicates a need for further investments in both generation and transmission infrastructure.
Ethnic minority regions in Myanmar, including Chin, Shan, Kachin, and Kayah, face the highest costs for internet connectivity, resulting in delayed access to digital links This disparity not only stems from financial constraints but also risks exacerbating the divide between urban and rural areas While Myanmar aims for universal internet access, the increasing regional inequalities pose significant challenges to achieving this goal (Wang, 2016).
2.5.2 Myanmar national electrification program (NEP) 2014 CASTALIA
The Myanmar National Electrification Program (NEP) has set an ambitious goal to provide electricity to 100% of households in Myanmar by 2030, aiming to connect over 7.2 million households in the next 16 years, as per the Earth Institute's geospatial planning results This initiative is in complete alignment with the World Bank's 2014 "Myanmar National Electrification Plan," which is currently under review.
Myanmar has 2.3 million residential electricity connections, resulting in one of the lowest electrification rates in the ASEAN region The financial burden of expanding the electrical grid nationwide poses a significant challenge to the national budget.
Myanmar's government is set to modify its rollout series due to social, economic, and political factors The most cost-effective initiative will require financial assistance, prompting the government to make additional decisions regarding the implications of rising costs.
„pre-electrification' program will only be linked to the grid in the late 2020s There has n
24 been discussion about providing electric power in places such as off-grid or household solar solutions (Castalia, n.d.).
2.5.3 National electric master plan （ NEMP ） 2014 JICA
The former director of JICA Myanmar, Mr Masahiko Tanaka talked in 2014 about JICS‟s concern about the necessity of the development of electricity supply in Myanmar
As Myanmar experiences robust economic growth, electricity demand is projected to surge significantly, potentially reaching 5 to 8 times the 2012 levels by 2030, as indicated in the JICA-supported National Electricity Master Plan report This trend aligns with patterns observed in other countries, despite its drastic implications With only about 30 percent of households currently having access to electricity, the demand is anticipated to increase even more rapidly than economic growth Failure to meet this escalating electricity demand could have devastating consequences (Tanaka, 2014).
In January 2013, the Myanmar Government established the National Energy Management Committee (NEMC) to oversee the energy sector and execute the National Energy Plan, aligning with both short-term and long-term goals By the end of 2014, the NEMC finalized the draft National Energy Policy, available in both Myanmar and English, following extensive discussions.
The reform of the power sector encompasses four key areas: Power Sector Structure, Power Development Plan, Procurement of Power Fuel, and Rural Electrification Notably, there is a significant disparity in electricity usage for lighting, with urban areas at 77.5% compared to just 14.9% in rural regions To address this gap, it is essential that the national grid expansion plan aligns with the Rural Electrification National Electrification Plan (NEP) currently supported by the World Bank This report has led to the preparation of a draft for a future technical assistance project, which includes considerations for Environmental and Social impacts as well as Gender issues, as outlined in JICA's Final Report (2015).
2.5.4 Power sector development in Myanmar2015, (PSDM) ADB
Electricity is essential for social and economic development, serving as a key infrastructure element that enhances quality of life, boosts labor productivity, and fosters entrepreneurship A reliable power supply improves living conditions by meeting essential needs such as heating, lighting, and cooking for all income levels It also underpins economic development by enabling the production of goods and services across various sectors, while supporting critical social services like education, healthcare, clean water, and sanitation Affordable energy is vital for developing countries to achieve the United Nations' Millennium Development Goals In Myanmar, where electricity demand is projected to increase, the government must prioritize a reliable, sufficient, and cost-effective energy supply Although the country has diverse energy resources, hydropower remains the primary electricity source, followed by natural gas and coal.
In terms of the current state and developments in the power sector, there is a reduced supply of electricity due to a lack of water from reservoirs Around 2000 and
2014, energy usage quadrupled It receives 1555 MW during the regular season, but 1560
During the summer, many regions experience energy shortages, with 678 natural gas plants in remote areas providing only two hours of power daily Notably, Myanmar had no installed renewable energy capacity until 2014, highlighting the country's challenges in meeting energy demands sustainably.
Myanmar climate change master plan (MCCMP) (2018-2030)
The Republic of the Union of Myanmar (2019) investigated whether sectoral results would help Myanmar achieve the MCCS's key objectives and achieve its climate resilience goals
The former Plans by World Bank, CASTALIA, JICA and ADB results in MCCMP MCCMP says its target in Forward conscious about 2015 Climate Change Paris Agreement
By 2030, Myanmar aims to create a stable and resilient environment capable of adapting to climate changes, focusing on integrated low-carbon economic growth The Myanmar Climate Change Master Plan (2018-2030) has been developed to implement prioritized initiatives outlined in the Myanmar Climate Change Policy and Strategy This Master Plan serves as a key mechanism to ensure Myanmar meets its Nationally Determined Contributions under the 2015 Paris Agreement on Climate Change.
MCCMP highlights the critical role of education and public awareness in fostering a climate-responsive society It identifies six key sectors essential for this goal, emphasizing that inclusive and sustainable development requires enhanced education, knowledge, and technical frameworks These elements are vital for designing and implementing climate-resilient and low-carbon development solutions.
1) Climate change (CC) training for government employees: Conduct climate change knowledge and capacity-building programs aimed at extension agents and government employees
2) Climate change training for academics and researchers: Provide climate change training for university and research organization personnel so that they can produce climate-relevant information and expertise n
3) Establishment of environmental clubs and societies: Create environmental clubs or societies in schools and universities and assist them in incorporating climate change into their activities
4) Materials for training and awareness-raising were created and used: To combat climate change, create farmer-friendly, gender-sensitive training and awareness-raising materials
The MCCMP highlights the importance of Education, Science, and Technology in fostering a resilient society It emphasizes the development of educational stakeholders' abilities to integrate sustainable, low-carbon growth and resilience concepts into the curricula at primary, secondary, and tertiary levels.
MCCMP urges primary, secondary, and higher education institutions to integrate climate change into their curricula and instructional materials to achieve sustainability goals Additionally, university educators and graduates are expected to collaborate with both government and private sectors in the planning and management of climate change initiatives (UN HABITAT, 2019).
The MCCMP highlights the crucial role of the education sector in climate change mitigation, emphasizing that schools must develop specialized curricula and course content to align with sustainable development goals.
RESEARCH METHODOLOGY
Research design
In the current study, the researcher utilized a descriptive survey method, gathering essential information through an extensive literature review to achieve the research objectives Structured questionnaires were designed in two parts, targeting both students and teachers, with distinct sections for each group Primary data was collected from various academic institutions, ensuring comprehensive insights from both students and teachers based on previously established research studies, reports, and articles.
Following the development of the draft questionnaires, a pre-test was conducted with a group of students to evaluate their clarity Based on feedback, several vocabulary terms were simplified to enhance comprehension Both the student and teacher questionnaires were administered in English to all participants, ensuring consistency in the research process.
Population
The study was conducted to all the senior students of MEF academies and targeted
The research targeted 160 senior students, as the MEF academic calendar indicated that most social science lessons had already been taught to them compared to junior students Due to the Covid-19 pandemic, the study was conducted online, but only 120 student responses were collected because of the unforeseen political situation in Myanmar, which disrupted internet access in some areas and created challenging living conditions for both students and teachers Despite these difficulties, 30 teachers participated, meeting the expected sample size for the research.
Research instrument
This study utilizes a structured survey questionnaire comprising distinct sections for both students and teachers The student section includes six demographic questions, ten questions assessing students' knowledge, 23 questions evaluating their level of awareness, and ten questions measuring their understanding of the subject matter.
The study assessed students' willingness to engage with renewable energy and climate change topics through a structured survey It included 9 demographic questions regarding age, gender, and education, alongside 10 questions focused on school attributes and 12 questions evaluating the need for renewable energy education and sustainable development goals Only the results that aligned with the research objectives were analyzed, utilizing multiple choice, dichotomous, and Likert scale question formats adapted from prior research.
Data collection
The research data was meticulously collected and processed to achieve the study's objectives, as illustrated in Table 3.1.
The process of the collecting data
Contacting to principals and explaining the process of the study By using social media
Formally requesting and taking approval from the principals By using social media
Informing and confirming the date to conduct After taking advice from the supervisor
Jan 2021 Sending the questionnaires forms to each academy and conducting the research By using google form
Colleting all the survey results and Creating research file (compute, interpret, analyze all the data)
By taking advice from the supervisor
Writing thesis paper and preparing for thesis defense
By asking advice from the supervisor n
Data analysis
The researcher utilized an online questionnaire created with Google Forms to collect data for this study, which efficiently compiled responses and generated a comprehensive database for analysis.
In the research activities, respondents were given ample time to provide their answers, and the resulting data was analyzed using statistical techniques to achieve the study's main objectives To ensure consistency, all questionnaire responses were thoroughly examined before being coded and entered into the Statistical Package for the Social Sciences (SPSS) software for data analysis The data from all respondents was computed using SPSS and Microsoft Excel, which facilitated an exploration of the current situation in relation to the research objectives.
-Mix method (both qualitative & quantitative)
-Analyzed using Microsoft Excel and SPSS -Descriptive Statistics (Mean, standard deviation, frequency, etc.)
Inferential Statistics Hypothesis Independent variable Dependent variable Test applied
3 Sources Awareness One-way ANOVA
The analysis of data for the research questions and hypotheses were accomplished using descriptive statistics (mean, standard deviation, frequency, etc…) and inferential statistics ( T-test, One-way ANOVA, Pearson Correlation)
Hypotheses 5 and 6 were analyzed using descriptive statistics, employing both dichotomous and multiple-choice questions in the survey The researcher began by exporting the data into a document and representing it in bar chart percentages for easier interpretation After collecting and calculating the response percentages, the findings were summarized in a pie chart, facilitating a clear description of the research results The presentation of results in percentage format enhances understanding for the audience.
The researcher decided to use a simple scale to determine students‟ knowledge for the purpose of the research:
According to Siti Rechal (2019), students' knowledge levels are classified based on their responses, with a percentage of "yes" answers below 50% indicating low knowledge and a percentage nearing 100% signifying high knowledge This scale serves as a valuable tool for researchers in the data interpretation process.
The Likert Scale, developed by Rensis Likert in 1932, is a widely-used five-point scale for evaluating attitudes in surveys It allows for the assessment of respondents' levels of agreement with various statements, either as individual items or as part of a broader construct evaluation (Jamieson, 2004).
To evaluate students' awareness and willingness to utilize renewable energy (RE), data was collected and analyzed using a 5-point Likert scale This scale ranged from 5 (strongly agree) to 1 (strongly disagree) for positive statements, while negative statements were assessed using the reverse scale.
The analysis of the Likert scale utilized mean scores to assess levels of agreement, categorized as follows: 0.00–1.50 indicates very low agreement, 1.51–2.50 low agreement, 2.51–3.50 moderate agreement, 3.51–4.50 high agreement, and 4.51–5.00 very high agreement Both individual Likert statements and grouped statements were analyzed (Latif et al., 2017).
T-test was using for testing for hypotheses 1 & 2 Inferential statistics include the t test It's used to see if there's a statistically significant difference between two groups' means We assume that the dependent variable follows a normal distribution in all inferential statistics There is one independent variable and one dependent variable in a t test Only two levels are allowed for the independent variable (in this example, gender) (male and female) We would perform a one-way (ANOVA) analysis of variance if the independent variable had more than two levels (Siegle, 2015)
In this study, the mean was utilized to assess the acceptance or rejection of research questions, while the t-test was applied to evaluate hypotheses across various respondent groups A significance level of 0.05 was established, with a t-test value of ±1.96 serving as the degree of freedom (Sullivan, 2017).
The one-way ANOVA test was employed to evaluate hypothesis 3, aiming to determine if there are statistically significant differences in the means among three or more independent groups (Laerd Statistics, 2018).
Before performing ANOVA, it is essential to verify that all assumptions are met, including the independence of observations, normal distribution of scores in populations, and homogeneity of variances (Tomayko, 2007) If these assumptions are satisfied for a specific strand, a one-way ANOVA can be conducted using SPSS The F ratio generated by SPSS will inform the decision to either retain or reject the hypothesis of equal means.
The research hypothesis 4 was evaluated using Pearson Correlation, which provides a sample correlation coefficient (r) to determine the strength and direction of linear relationships between two continuous variables This method also assesses the existence of a linear relationship within the population through the population correlation coefficient (ρ) As a parametric measure, the Pearson Correlation was tested at a 95% confidence level, with a significance threshold set at p-value < 0.05.
Validity and reliability
A total of 23 statements were developed and analyzed, with 13 focused on measuring awareness levels and 10 assessing students' willingness to use the RE The data collection instrument underwent pre-testing with select students and was revised with the supervisor's approval to ensure clarity in instructions, questions, and scale items, enabling potential respondents to understand and respond accurately (Pallant, 2007).
Cronbach's Alpha was utilized to assess the reliability of Likert items measuring students' awareness and willingness to use renewable energy (RE) As defined by Burnin (2006), Cronbach's Alpha evaluates internal consistency, indicating how closely related a group of items is, and serves as a scale reliability measure According to George and Mallery (1998), a Cronbach's Alpha of ≤0.5 is deemed unacceptable, ≥0.7 is adequate, ≥0.8 is good, and ≥0.9 is excellent The results of Cronbach's Alpha are detailed in Table 3.3 below.
Table 3.3: Results of Cronbach‟s Alpha
Items No of items Cronbach‟s Alpha
RESULTS AND DISCUSSION
Questionnaire response rate
Primary data was collected from both teachers and students at MEF, with a targeted sample size of 30 teachers and 160 students Five MEF academies were selected for participation, and all 30 teachers approached agreed to participate, achieving a 100% acceptance rate In contrast, 160 students were approached, but 40 declined, resulting in 120 responses and a 75% acceptance rate The number of respondents was deemed sufficient for the study, and the results were subsequently analyzed.
Research finding
4.2.1 General characteristics of the respondents (teachers)
A total of 30 questionnaires results were completed and returned The finding of the teachers‟ general characteristics were presented in the table 4.1
Table 4 1: Demographic Profile of the Respondents (Teachers)
Both Junior and senior students
As the result of the table 4.1, 56.7% of responded were female and 43.3% of responded were male respectively
The responded of ages with 25-30 (40%) were the major group and followed by the age of above 35 (26.7%) and 18-24 (20%) The age between 31-35 (13.3%) were the minimum group of the responded
The highest educational level of the respondents were 26.7% represented graduate (master) degree and major group of the respondents possessed college/university degree (73.3%)
Table 4.1 reveals that half of the respondents (50%) are engaged in teaching both senior and junior students, while 26.7% focus solely on senior students and 20% on junior students Additionally, only 3.3% of the respondents are involved in administrative roles.
Among the respondents, 30% had teaching experience ranging from 1 to 2 years, making it the largest group This was followed by those with 3 to 6 years of experience at 16.7%, while only 13.3% had more than 5 years but less than 1 year of teaching experience.
The respondents were people from difference working places EGG, VA, CMA, PTA and LUA who responded 20%, 16.67%, 20%,20%, 23.33% respectively
During the study, the participants were asked the role of schools education and this section analyzed the findings related to school attribution
Table 4 2: Subjects of school teaching related to CC, RE and SD
The subjects related to climate change, renewable energy and sustainable development
According to Table 4.2, 63.3% of respondents indicated that the subjects taught in school are connected to climate change, renewable energy, and sustainable development In contrast, 36.7% of respondents believe that these subjects are not related to these critical environmental issues.
Table 4 3: Information getting about renewable energy
Previous study (eg School project, conference ) 12 19.7% 40.0%
By talking with the staff 1 1.6% 3.3%
My previous study on Environmental Science
According to the results in Table 4.3, 34.4% and 23% of participants obtained information about renewable energy from the internet and social media, respectively This was followed by previous studies at 19.7% and teacher training at 11.5% Conversely, the least utilized sources of information were TV/radio at 6.6% and discussions with staff, as well as insights from a prior environmental science study and social science books, each contributing only 1.6%.
Table 4 4: Information about the factors that mainly needed for teacher
Information about renewable energy and SDGs 16 25.4% 59.3%
Table 4.4 indicates that 28.6% of respondents primarily require teacher training, while 25.4% seek budgetary support and information regarding renewable energy and Sustainable Development Goals (SDGs) Additionally, only 20.6% express a need for sample curriculum resources.
Table 4 5: Classroom materials needed for the students
Table 4.5 reveals that the primary materials required by students are skilled lectures (24.7%) and class materials (21.2%) In contrast, the need for textbooks, information, and curriculum stands at 17.6% and 18.8%, respectively.
4.2.3 Accessing the needs to introduce CC, RE and SD
The researcher investigated the needs associated with climate change (CC), renewable energy (RE), and sustainable development (SD) as expressed by teachers from five academies of the MEF The analysis of the relevant data is detailed in Tables 4.6 to 4.11.
Table 4 6: Percentage of current working community needed to introduce RE
Current working community need to introduce RE facilities more
Table 4.6 highlights that a significant 90% of the current working community believes there is a pressing need to enhance the introduction of renewable energy facilities In contrast, only 10% feel that there is no necessity for further implementation of these facilities.
Table 4 7: Percentage of sectors mainly needed for promoting RE in the region
Grant and technological help by National government
Grant and technological help by local government 20 26.0% 66.7%
According to the results in Table 4.7, 26% of respondents believe that grants and technological support from national and local governments are essential for promoting renewable energy in the region This is closely followed by 24.7% who emphasize the importance of cooperation with the local community In contrast, collaboration with NGOs, INGOs, and private companies received lower support, with only 15.6% and 7.8% of respondents, respectively, highlighting their role in advancing renewable energy initiatives.
Table 4 8: The sectors needed to improve for students learning in each academy
Raising the awareness of student 25 25.0% 83.3%
Teacher skill of the teacher 17 17.0% 56.7%
In a recent survey of teachers regarding areas for improvement in student learning across various academies, raising student awareness emerged as a top priority, with 25% of respondents highlighting its importance Furthermore, 21% identified the need for increased information on the impacts of climate change as a crucial consideration Conversely, only 8% of teachers indicated that additional lectures are necessary to enhance student learning, marking it as the least emphasized area for improvement.
Table 4 9: Teachers‟ requirement to enhance RE education in classrooms
Statements FA-5 A-4 I N S-3 DA-2 FD-1 Mean Mo
(if I need to) teach energy related topics to my students
I need further training to develop my skills in (if need in) teaching energy related topics
I would like to learn more about renewable energy
I need better teaching materials related to renewable energy
I need to invite experts from (university, company, etc.) to teach my student about renewable energy
I need financial resources to take students for excursions to renewable energy pilot – project
I have no time to teach my students topics outside the required curricula
I recommend developing renewable energy curricula to be taught separately for students
I think parents are more important than teachers in helping students to become energy conscious
I think, there are opportunities to promote topics related to renewable energies in the present school science curricula
Note: FA= fully agree, A= Agree, INS= I am not sure, DA= Disagree, FD= fully disagree, Mo= Mode
The table 4.9 presented ten statements designed to investigate what the teacher believes is required to improve RE instruction in the classroom Interestingly, the n
A survey of 41 teachers revealed that while they largely supported various statements regarding religious education (RE), 60% felt inadequately prepared to teach the subject Despite this, all teachers expressed a strong desire to enhance their knowledge of RE, with 93% seeking additional training and 90% requesting improved teaching materials These findings highlight a significant need for enhanced resources and curriculum development related to RE in schools.
A significant majority of teachers (93%) recognize the importance of inviting external expertise to enhance religious education (RE), reflecting both a positive attitude toward the subject and a challenge in delivering it effectively Additionally, 90% of teachers express interest in educational excursions to RE sites nationwide, yet they face time constraints during the school semester that hinder their ability to incorporate external knowledge due to curriculum demands However, 46% of teachers indicate they might have time for participation in extra-curricular activities To address the limitations of time and knowledge in effective RE education, 70% of teachers strongly advocate for the development of a separate curriculum for students Furthermore, 60% believe that RE education can be integrated into existing school curricula Amidst the socio-economic changes of the 21st century, 56.7% of teachers remain uncertain about the relative importance of parents versus teachers in raising awareness of energy and environmental issues among students.
Table 4 10: Feeling about the current program of the academy to teach RE and SD
Don‟t know Feeling about the current program of the academy to teach RE and SD
A survey of teachers regarding the current program for teaching Religious Education (RE) and Social Development (SD) revealed that 46.7% believe improvements are necessary, as shown in Table 4.10 Furthermore, 23.4% of respondents felt the program was sufficient or moderately sufficient, while only 30% expressed a different viewpoint.
42 considered not enough and don‟t know the feeling about the current program of the academy to teach RE and SD
Table 4 11: Teachers‟ self-assessment of the knowledge on RE,CC and SD
Responses Percentage (N0) Good Sufficient Weak Not sure Mode feeling about your knowledge on renewable energy, climate change and sustainable development
According to Table 4.11, 56.7% of teachers reported having a weak understanding of renewable energy, climate change, and sustainable development, while 26.7% assessed their knowledge as sufficient and 16.7% considered it to be good.
4.2.4 General characteristics of the respondents (students)
A total of 120 questionnaires results were completed and returned The finding of the students‟ general characteristics were presented in the table 4.1
Table 4 12: Demographic Profile of the Respondents (Students)
As the result of the table 4.12, 54.17% of responded were female and 45.83% of responded were male respectively
The responded of ages with 20-24 (57.50%) were the major group and followed by the age between 16-19 (38.33%) The age between 25-30 (4.17%) were the minimum group of the responded
The highest educational level of the respondents were 12.5% represented who finished high school and major group of the respondents possessed college/university degree (87.5%)
The table 4.12 also showed that the respondents were people from difference working places EGG, VA, CMA, PTA and LUA who responded 25.83%, 21.67%, 29.17%, 13.33%, 3% respectively
4.2.5 Accessing the students’ knowledge related to renewable energy
According to the data in Figure 4.1, 73.3% of respondents indicated an understanding of renewable energy, climate change, and sustainable development This suggests that the research academy provides partial coverage of these important topics, and students have only partially learned about them during their studies.
Figure 4 1: Percentage of the students‟ familiarity with the concept of RE, CC and SD
Table 4 13: Renewable energy device students have actually seen before
Which kind of renewable energy device have you actually seen before? ( Biomass )
Which kind of renewable energy device have you actually seen before? ( Solar panel )
Which kind of renewable energy device have you actually seen before? ( Don't K0w )
Which kind of renewable energy device have you actually seen before? ( Solar Water Heater)
Which kind of renewable energy device have you actually seen before? ( Hydro turbine )
Which kind of renewable energy device have you actually seen before? ( Wind Power )
Main finding
4.3.1 The means and standard deviation results of students’ awareness and willingness
The means and standard deviation results of students‟ awareness and willingness on renewable energy utilization toward sustainable development scores were presented in table 4.18
Table 4 18: The students‟ means and standard deviation score
4.251 0714 Students‟ awareness on RE utilization toward sustainable development of students
Students‟ willingness on RE utilization toward sustainable development
Table 4.18 indicates that the average awareness of 120 students regarding renewable energy is 3.9953, with a standard deviation of 0.43119 Since the mean score exceeds 3, it reflects a high level of awareness among the students about renewable energy.
The results from Table 4.18 indicate that the mean willingness score for 120 students was 4.1588, with a standard deviation of 0.43959, reflecting a high level of willingness towards renewable energy, especially when compared to the overall mean score of less than 3.
4.3.2 The T- test analysis results of significant difference between females and males students’ awareness
The data and the test results of significant difference between females and males students‟ awareness on the RE utilization toward sustainable development were presented in table 4.19 n
Table 4 19: Students‟ awareness T-test analysis
Students‟ awareness on RE utilization toward SD
Table 4.19 presents the mean and standard deviation for males (n=55) as 3.992 and 0.497, respectively, while females (n=65) showed a mean of 3.998 and a standard deviation of 0.371 The calculated t-value was 0.07, with both genders yielding a significant value of 0.94, indicating significance at the 0.05 level.
This indicated that there was no significant difference between male and female students‟ awareness Therefore the stated hypothesis was rejected
4.3.3 The T- test analysis results of significant difference between females and males students’ willingness
The table 4.20 results shown the data and the test results of significant difference between females and males students‟ willingness on the renewable energy utilization toward sustainable development
Table 4 20: Students‟ willingness T-test analysis
Deviation t Level of Sig Students‟ willingness on RE utilization toward SD
Table 4.20 presents the mean and standard deviation for males (n=55) as 4.16 and 0.5, respectively, while females (n=65) have a mean of 4.1477 and a standard deviation of 0.38 The t-value calculated was 0.22, with both genders showing a p-value greater than 0.05.
This p-value results indicated that there was no significant difference between male and female students‟ willingness Therefore the stated hypothesis postulated was rejected n
4.3.4 The one way ANOVA results of significant effect of sources on the students’ awareness
Data and the one way ANOVA results of significant effect of sources on the students‟ awareness of renewable energy utilization toward sustainable development were presented in table 4.21
Table 4 21: One way ANOVA analysis results of the students
Levene Statistic df1 df2 Sig awareness Based on mean 0.966 5 114 442
Since the Levene Statistic was no significant which all factors P>0.05 and the equal variance was assumed Therefore, conducting analysis using ANOVA was appropriate
The study examined the relationship between information sources as an independent variable and students' awareness of renewable energy utilization as a dependent variable, using an ANOVA test The findings, as shown in Table 4.21, revealed that students' awareness (F=1.88, df=5, p>0.05) was not significantly affected by the sources of information Consequently, the results suggest that there is no meaningful impact of these sources on students' awareness of renewable energy utilization in the context of sustainable development, leading to the rejection of the research hypothesis.
4.3.5 The Pearson correlation results of significant relation between students’ awareness and willingness
Data and the Pearson Correlation results of significant relation between students‟ awareness and willingness on renewable energy utilization toward sustainable development were presented in table 4.22
Table 4 22: Pearson Correlation results of the students
** Correlation is significant at the 0.01 level (2-tailed)
The Pearson product correlation results indicate a moderate positive and statistically significant relationship between students' awareness and willingness regarding renewable energy utilization (r(118) = 0.501, p