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metropolitan city and is the educational capital It was seen that emphasis on energy crisis,
of the country. It houses a number of private energy conservation and efficiency and linking
and government universities attended by energy use to climate change is low in school
students with various backgrounds from all and college curriculum, as only 23% of
over the country and even nationals of other responses were obtained for energy crisis,
countries and cultures. The knowledge-testing 26.4% on energy and its science and only 15%
questionnaire was administered to the students for energy conservation (Figure 1).
to understand their knowledge level. The tool
covered the knowledge testing of respondents The majority (43.9%) of students expressed
regarding the following concepts: sustainable that information on environment was
development, climate change, energy conser- moderately sufficient. A large section (29%)
vation and energy audit. The data procured was found the information to be insufficient. The
coded, scored and tabulated in accordance with majority (60%) expressed that they found
a pre-decided pattern. This was done to information on energy in curriculum to be
calculate scores and comparative data to lead to insufficient. Also, the majority (67%) indicated
results and conclusions. The data was analyzed that activities on energy/environment were
using Microsoft Excel software. Mean and insufficient. A large number (41%) of responses
standard deviation was also used to support the were obtained for student’s projects as the most
analysis. Pie charts and graphs were used to preferred activities spearheaded in their school
represent the study findings. and college. A large number of (61%) responses
in private schools indicated that workshops and
4. Results and Discussion seminars were held. However, games, quizzes
and activities obtained very low (11.9%)
4.1 Curriculum Analysis responses. The initiatives taken in government
schools and colleges were very low. The
Curriculum analysis was done to assess the cur- majority (62%) of responses were obtained for
riculum of the sample. The analysis was done by games, quizzes and activities for being the most
taking views from 75 teachers in 28 schools and popular and liked learning method. Workshops
colleges. The curriculum was assessed with and seminars also obtained a large (53%)
respect to inclusion of energy management, number of responses. Fewer responses were
tools and aids used to teach energy and related obtained for eco club activities (21%) and
issues and the most preferred and liked method student projects (15%).
of teaching method.

Total percentage is greater than 100 because more than one option was available
Figure 1: Distribution of sample with respect to inclusion of topics on energy issues in course

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