Sustainable Consumption Institute

Abstract

Reducing household energy consumption is an essential element of the UK Government's carbon reduction strategy. Whilst increased knowledge alone will not necessarily lead to tangible actions on the part of consumers, knowledge of various kinds is, we argue, still important if domestic energy usage is to be reduced. In an attempt to ‘educate’ the public, governments have typically resorted to ‘mass information’ campaigns that have been considered largely unsuccessful. Yet understanding what alternative forms of learning could be cultivated has been limited by the dearth of research that explores whether and why people consider information about energy and energy saving to be useful. By exploring this, we can move towards an understanding of how knowledge about energy saving can be better shared and communicated, enabling more meaningful learning to take place. Drawing on in-depth qualitative data with fifty-five participants, this paper highlights a range of factors that affect perceptions of energy information. It argues that these factors are not discrete, but are interlinked. A fundamentally different model of knowledge exchange is needed for more effective learning about energy saving to occur. A number of implications for policy are proposed in our conclusions.

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