EVOLUTION OF ENERGY LITERACY AMONG UNIVERSITY STUDENTS: A CROSS-SECTIONAL STUDY AT THE FEDERAL UNIVERSITY OF LATIN AMERICAN INTEGRATION

Abstract

This research investigates the distribution of knowledge, attitudes, and behaviors related to energy literacy (EL) throughout the training of Federal University of Latin American Integration (UNILA) graduates. This descriptive and exploratory research, with a cross-sectional design, was conducted using a structured questionnaire administered in person to students from different teacher education programs and stages of the degree. The analyses included descriptive statistics, correlation tests, Principal Component Analysis (PCA), and the development of an Energy Literacy Index (ELI) based on weighted factor scores. The results showed that EL does not progress throughout the course: first-semester students presented the highest performance, followed by a decline in intermediate semesters and only limited recovery in the final stages. The cognitive dimension displayed the greatest variability across programs, reflecting marked curricular differences, while attitudes and behaviors remained stable. Variables such as income, housing type, nationality, and responsibility for paying the electricity bill selectively influenced EL levels, indicating that sociocultural contexts and practical experiences shape students’ energy-related repertoires. PCA confirmed the multidimensional nature of EL and revealed persistent weaknesses in foundational energy concepts. The ELI proved capable of consistently synthesizing the three dimensions assessed, establishing itself as a promising tool for curricular diagnosis. The study concludes that initial teacher education has not fostered consistent advancements in EL, highlighting the urgency of integrating energy-related content into the curriculum, adopting interdisciplinary methodologies, and providing practical experiences that prepare future teachers to act as agents of sustainability education.