Promoting Electricity Usage Behaviors among Secondary School Dormitory Students to Reduce the School’s Carbon Footprint

Abstract

This research implemented a learning activity aimed at promoting efficient electricity usage behavior among secondary school dormitory students (Grades 7–12), with the goal of reducing electricity consumption that indirectly contributes to the school’s carbon footprint. The findings revealed that students demonstrated significant improvements in both understanding and attitudes toward electricity use and its impact on global warming and greenhouse gas emissions. The average understanding score increased from 11.86 to 23.82 (t = 39.89, p = .000). Students' attitudes after participating in the learning activity also improved, rising from an average score of 4.29 to 4.46. In particular, students expressed stronger agreement with the idea that addressing global warming should begin with individual actions, with the average score increasing from 3.98 to 4.60. Students also changed their electricity usage behaviors, reducing the average daily usage of electrical appliances from 4.18 to 3.87 hours per day (t = -4.82, p = .000). Key behavior changes included reducing phone charging and computer usage time, unplugging devices, and turning off lights during the day. Electricity usage data collected from the dormitory students showed a reduction of 1,307 units compared to the previous year, which translates to a decrease in carbon footprint by 783 kgCO₂. After the learning activity, it was found that students' electricity usage behaviors were influenced by multiple factors, including personal habits, the environment, and social motivation. Therefore, promoting energy-saving behaviors should be approached holistically, focusing on three key aspects: providing knowledge, fostering motivation, and improving the residential environment. These strategies aim to instill long-term sustainable electricity usage behaviors in students.