Since 2014, the Brazilian Ministry of Education has promoted the use of renewable energy in the Federal Technological Education Network (FNTE) with the objective of enhancing sustainability practices and integrating knowledge into the teaching–learning process. The IF Solar Project was developed to extend the benefits of photovoltaic energy beyond mere economic savings and incorporate it into educational activities. This research study aims to examine students’ perceptions of photovoltaics at the Federal Institute of Rio Grande do Norte (IFRN), with the objective of identifying actions that can be implemented to strengthen its role in the learning process.
The research design used a survey–based quantitative approach, using a structured questionnaire administered to students across multiple campuses. A survey was conducted with 11,888 students, using 461 questionnaires across 20 IFRN campuses, with a 5% margin of error and a 95% confidence level. Subsequent statistical analysis and thematic coding were then performed to identify response patterns and associations.
The results indicate a lack of awareness regarding renewable energy and sustainability, with many students unaware of institutional efforts. Furthermore, 60% of respondents expressed concerns regarding the inadequate coverage or absence of the topic in their respective curricula, underscoring the necessity for enhanced educational methodologies. The study underscores the significance of integrating sustainability themes across various academic disciplines to promote sustained engagement and cultivate long–term awareness.
Students’ perceptions of photovoltaic energy may be influenced by external factors, such as prior exposure to the topic outside of school, which may affect the interpretation of the results. In addition, the research is based on self–reported data, which are susceptible to cognitive and response biases. Since the sample is limited to the context of IFRN, generalization of the results requires adjustments to account for the realities of other institutions, considering the influence of curricula and sustainability approaches adopted by these institutions.
Formal educational spaces play an important role in the production and dissemination of knowledge and skills related to renewable energies in their academic practice, also allowing the inclusion of new content in curricula and/or teaching, research and extension activities, aiming to radiate the pillars of sustainability in the teaching–learning process. In this context, the research contributes to the understanding of the importance of renewable energy sources (RES) in their socio–economic and environmental spectrum, pointing out alternatives that favor their incorporation into pedagogical practice.
The research provides valuable insights that can help policymakers, decision makers, educators and professionals in the education sector to implement plans and programs aimed at promoting sustainability in educational settings. It highlights the importance of a structured and effective approach to integrating RES into the educational curriculum, promoting awareness and commitment to sustainable practices from the earliest stages of academic training.
The originality and value of this research are underscored by its examination of students’ responses to the utilization of school spaces for the promotion of sustainability through technological interventions. The findings offer practical insights for policymakers, educators and professionals interested in sustainable teaching strategies, emphasizing the need for a more structured approach to renewable energy education.
