Methodological foundations for developing knowledge about renewable energy sources in the school geography curriculum

Abstract

The purpose of the article is to substantiate methodological approaches to developing secondary school students’ knowledge about renewable energy sources (RES) and the modern energy sector within the school geography curriculum, as well as to provide practical recommendations for improving educational content in accordance with the needs of sustainable development, innovative energy, and environmental education.

The main material. The article analyzes the methodological foundations for developing knowledge about RES within the school geography curriculum. The key role of renewable energy in enabling the energy transition, addressing climate change, and achieving the goals of sustainable development is emphasized. The necessity of integrating RES-related topics into the educational process is substantiated as a means to foster students’ environmental awareness, energy literacy, and active civic engagement. International experience is described, revealing the insufficient level of awareness among youth regarding RES and highlighting the importance of improving the content of education through the implementation of interactive, interdisciplinary, and practice-oriented teaching methods. These approaches contribute to the formation of environmentally responsible attitudes and a deeper understanding of the role of renewable energy in the context of sustainability. The study examines current geography curricula for grades 6–11 in Ukrainian general secondary schools, allowing the identification of the extent to which RES topics are represented in the school course and the formulation of proposals for their expansion and systematization.

Conclusions. Based on content analysis, several key content elements are proposed for integration: fundamental concepts of renewable energy, classification of energy sources, characteristics of their resource potential, energy generation technologies in Ukraine and globally, environmental benefits, global and national RES development strategies, and spatial, environmental, and socio-economic factors of RES infrastructure placement. The article suggests topics for practical tasks, elements of project- and inquiry-based learning to support the assimilation of RES-related material. The rationale for applying innovative didactic approaches is provided, including case studies, role-playing, work with interactive maps, simulations, and debates. These educational activities aim to develop critical thinking, analytical skills, and responsible attitudes toward energy resources and the environment. The proposed materials may serve as a foundation for updating geography curricula, creating educational resources, and integrating STEM/STREAM components into the study of geography, ecology, and physics.