INTRODUCTION
The necessity of the research
Renewable energy (RE) resources are considered clean and sustainable energy sources that can be naturally replenished, providing long-term energy solutions With the increasing demand for energy, reliance on non-renewable energy sources has escalated, leading to harmful emissions of greenhouse gases like CO2 The National Geographic Society highlights that the USA continues to depend heavily on these non-renewable sources, which poses a threat to our planet's health.
The Geographic Society emphasizes the importance of developing sustainable practices for the future, highlighting renewable energy as a key source that can contribute to sustainable development and help meet the climate targets set by the Paris Agreement.
Renewable energy sources, particularly wind, solar, and hydroelectric power, play a crucial role in sustainable energy production Norway has been a pioneer in this field, utilizing renewable energy for its electricity needs since the late 1800s.
The Philippines and Indonesia rank as the second and third largest geothermal power producers, while Japan and China led the solar PV market in 2014 Although investment in renewable energy in Myanmar is currently slow, the Myanmar Sustainable Development Plan (MSDP) for 2018-2020 emphasizes the importance of increasing renewable energy generation Consequently, it is essential to assess students' awareness of renewable energy to foster energy-conscious generations and promote sustainable development.
Natural resources are depleting at an alarming rate due to excessive extraction for human consumption, driven by a self-centered pursuit of luxury This insatiable greed leads to both legal and illegal exploitation of these resources worldwide Moreover, the global community suffers from inadequate responses to the ongoing environmental devastation, despite the efforts of various organizations dedicated to conservation.
Efforts to conserve our planet are more crucial than ever, as the urgency to address environmental issues has reached a critical point If we fail to act now, future generations may face severe resource shortages and a deteriorating quality of life The depletion of natural resources is closely linked to escalating climate change, which poses significant challenges for countries worldwide Increasingly frequent disasters such as global warming, droughts, and flooding are affecting communities everywhere, leading to widespread suffering and economic instability It is imperative that we prioritize effective preservation strategies to mitigate these impacts and secure a sustainable future.
Climate change is prominently affecting countries rich in natural resources, particularly in Eastern nations like Myanmar This phenomenon, known as the resource curse, indicates that countries abundant in natural resources often experience slower economic growth, reduced democratic governance, and poorer development outcomes compared to those with fewer resources Myanmar, a Southeast Asian country, is rich in oil, gas, minerals, precious stones, timber, and hydropower potential, yet its economy heavily relies on these natural extracts Unfortunately, systematic exploration of Myanmar's resources remains minimal due to the lack of modern survey techniques, hindering potential economic benefits.
One of the key strategies in the Myanmar Sustainable Development Plan (MSDP) is to enhance renewable energy generation, highlighting its importance in addressing environmental concerns Despite Myanmar's wealth of natural resources, the depletion of forests and mountains poses significant risks, including climate change impacts like global warming, rising sea levels, and increased flooding If these issues are not addressed, future generations may face severe crises, making it crucial to prioritize renewable energy practices to ensure sustainable living without over-reliance on natural resources.
Extracting resources responsibly is essential for sustainable development Transitioning to renewable energy sources is a vital step in reducing dependence on non-renewable energy Although Myanmar faces challenges in effectively utilizing renewable energy due to technological requirements, simple changes in daily habits can significantly promote its use For example, installing and using solar panels represents a positive shift towards renewable energy, as solar power is an inexhaustible resource Furthermore, the collective mindset and actions of individuals play a crucial role in advancing the adoption of renewable energy Every person's contribution to combating climate change is fundamental for fostering meaningful progress.
The Myint-Mo Education Foundation (MEF) is a non-profit organization in Myanmar, operating five academies across different states without government funding Each academy follows a unified curriculum that includes various development subjects, with environmental topics integrated into the Social Science curriculum While these academies engage in environmental activities and some alumni work as environmentalists, there is a notable lack of focus on climate change and renewable energy This study aims to assess the willingness and awareness of MEF students regarding renewable energy and its role in sustainable development, ultimately providing recommendations for enhancing climate change mitigation efforts within the foundation.
The research questions and objectives
To guide the study, the following research questions are raised:
1) What is the level of awareness and willingness of the students on renewable energy utilization in regard to sustainable development?
2) Is there any relation between awareness and willingness of the students on renewable energy utilization in regard to sustainable development?
3) What is the requirements of the current situation to convey effective message to the schools and leaders for sustainable development?
4) Which factors of the schools need to improve in order to promote effective renewable energy awareness and willingness of the students?
This study aims to assess the awareness and willingness of post-secondary students from the Myint-Mo Education Foundation (MEF) regarding renewable energy, highlighting its role in climate change mitigation and sustainable development The research focuses on understanding how these students perceive renewable energy and its potential impact on fostering a sustainable future.
1) To investigate the willingness and awareness of the post-secondary students on renewable energy utilization toward sustainable development
2) To investigate the relation between students‟ awareness and willingness on renewable energy utilization toward sustainable development
3) To investigate the requirements of the current situation to convey effective message to the schools and leaders for sustainable development
4) To provide recommendations to the schools to promote effective renewable energy awareness of the students
To meet the research objectives, the study will encompass a literature review, data analysis, and an evaluation of MEF students' awareness and willingness to utilize renewable energy for sustainable development Additionally, it will offer robust recommendations aimed at promoting sustainable development practices.
Research hypotheses
1) There is a significant difference in awareness of renewable energy utilization toward sustainable development between male and female students
2) There is a significant difference in willingness of renewable energy utilization toward sustainable development between male and female students
3) There is a significant effect of sources of information on the awareness of renewable energy utilization toward sustainable development of the students
4) There is a significant relation between awareness and willingness of the students on renewable energy utilization toward sustainable development
5) Education on Renewable energy has been organized in all schools but still need to improve school facilities, human resources and teaching equipment
6) Education on renewable energy need to promote nationwide and still need so many supports from differences sectors such as government sectors, non- governmental organizations (NGOs), etc to provide funding, quality education on renewable energy.
Objects and scope
Activities and methods on the awareness and willingness on renewable energy utilization toward sustainable development in post-secondary students from
Myint-Mo Education Foundation (MEF), Myanmar.
This study examined the awareness and willingness to adopt renewable energy for sustainable development among post-secondary students at the Myint-Mo Education Foundation (MEF) Conducted across five academies in diverse geographical regions of Myanmar, including Karen State, Kayah State, Kachin State, Shan State, and Chin State, the research aims to assess students' perspectives on renewable energy initiatives.
6 Figure 1 1: Map of the MEF academies location
Research framework
This study aims to explore students' awareness and willingness to adopt renewable energy in the context of sustainable development The findings highlight the significance of fostering students' understanding and readiness to engage with renewable energy solutions for promoting sustainability.
The study of the research framework were provided in the following figure 1.2
Terms and definition
Renewable energy refers to energy derived from naturally replenishing sources that are flow-limited, meaning they are virtually inexhaustible over time but have a limited energy output at any given moment Key renewable resources include biomass, hydro, geothermal, solar, wind, ocean thermal, wave action, and tidal action (EIA, 2020).
Climate change refers to the long-term alteration of global or regional climate patterns, particularly the significant increase in global temperatures observed since the mid-20th century.
Climate change refers to alterations in the global atmosphere's composition caused directly or indirectly by human activities, alongside the natural climate variability observed over similar timeframes (UNFCCC, 2011).
Sustainable Development : Development that meets the needs of the present without compromising the ability of future generations to meet their own needs (United Nations,
Awareness refers to the state of being knowledgeable and conscious, enabling individuals to perceive and feel events, objects, or sensory patterns It encompasses a sense of cognizance and alertness, highlighting the importance of being informed about one’s surroundings (Gafoor, 2012a).
The quality or state of being aware, knowledge and understanding that something is happening or exists (Merriam Webster, 1839)
Willingness : The quality or state of being prepared to do something; readiness (Oxford, 2021)
LITERATURE REVIEW
Sustainable development
The rapid advancement of science and technology has led the international community to face numerous global challenges Recently, sustainable development issues have garnered significant attention from both the public and governments, particularly in response to environmental difficulties affecting many nations worldwide.
Sustainable development refers to the responsible consumption of resources to fulfill present needs while ensuring that future generations can also meet their own needs It emphasizes the importance of balancing current resource use with the preservation of those resources for the future (Hassan & Rahman, 2011).
Sustainable development encompasses three key dimensions: economic, social, and environmental To achieve this, it is crucial to address the growing energy demands, which in turn helps improve individual living standards, enhance societal productivity, and minimize pollution associated with resource utilization.
The United Nations has outlined 17 Sustainable Development Goals (SDGs) that countries must pursue by 2030 to ensure sustainable development, highlighting the critical role of renewable energy in this process Specifically, SDG 7 emphasizes the importance of access to affordable, reliable, modern, and sustainable energy for all Additionally, UNESCO's initiatives to promote education are closely linked to achieving gender equality, as reflected in SDG 4, which aims to provide inclusive and equitable quality education, and SDG 5, which focuses on empowering women and girls These goals are essential for fostering long-term growth and sustainability.
Environmental education plays a crucial role in sustainable development by being integrated into the educational system from elementary to tertiary levels Its primary objective is to enhance individuals' understanding of environmental issues, raise awareness about solving these problems, and inspire action towards effective solutions (Stapp, 1969).
Renewable energy
Renewable energy is certainly necessary for a sustainable society in which individuals and industry can profit and prosper while natural resources are replenished at a reasonable rate
Renewable energy is sourced from natural elements like sunshine, wind, rain, and tides, and includes six primary types: wind, solar, biomass, geothermal, hydropower, and biofuels These renewable sources can effectively replace fossil fuels, with solar, wind, and biofuels being the most prevalent Currently, renewable energy constitutes approximately 16% of global final energy consumption, with traditional biomass at 10% and hydroelectricity at 3.4% Additionally, emerging renewables—such as small hydro, modern biomass, wind, solar, and biofuels—contribute another 3% and are rapidly growing in usage.
Harnessing renewable energy sources, particularly solid-state lighting, offers a viable solution to address various local energy challenges amid today's environmental and climatic issues (Adhikari et al., 2019).
Renewable energy technology plays a crucial role in enhancing daily life by providing electricity for cooking, space heating, and lighting It also supports education by powering schools, demonstrating its multifaceted benefits In many developing countries, renewable energy initiatives have proven to improve living standards by supplying the necessary energy for entrepreneurship and job creation (Alhayali et al., 2017a) In Bangladesh, the implementation of renewable energy solutions in rural and remote areas significantly contributes to community development and accessibility.
11 improve access to electricity and thereby raise people's living and social standards (Anwarul Islam & Salma, 2016)
The integration of renewable energy (RE) in society significantly benefits communities To foster a healthier society through energy use, it is essential to enhance awareness and education about renewable energy within the educational system By promoting RE education, we can pave the way for sustainable development and a more environmentally conscious future.
Awareness and willingness to use RE
Awareness plays a crucial role in shaping human behavior and actions, as it enables individuals to notice and engage with their surroundings As defined by Gafoor (2012a), awareness is the capacity to recognize and experience objects or patterns This ability significantly influences a person's perception and understanding of various concepts and emotions.
Awareness measurement is typically categorized into three types: scales, tests, and questionnaires, aimed at uncovering what respondents know and do not know To effectively develop an awareness measure, it is crucial to follow specific procedures that clarify and operationalize the construct These steps include determining the type of awareness, defining the nature of the domain, selecting an appropriate population, identifying the measure's objectives, creating and refining items within the domain, and ensuring the reliability and validity of the measure (Gafoor, 2012b).
Knowledge, perceptions, and practices are essential components of awareness, as highlighted by Redzuan (2001) Knowledge is acquired through various means such as observation, listening, and accessible media Perceptions shape how individuals and communities understand their circumstances, providing valuable insights and suggestions Engaging in practices aimed at mitigating the effects of malpractice is crucial for both individuals and communities The interplay of knowledge, attitudes, and practices fosters a positive response to energy efficiency initiatives, making this combination vital for their success (Ibrahim, n.d.).
Figure 2 1: Major stages of awareness development process
Research identifies three key stages in the development of awareness: the environmental stage (input), the mental stage (process), and the behavioral stage (output) In the first stage, external stimuli act as the primary input, influencing an individual's behavior through interactions with their environment The second stage involves perception and cognition, which are essential for processing, selecting, and understanding information Finally, the behavioral stage reflects how the accumulated information manifests in the individual's behavior (Choong et al., 2006).
Raising energy awareness is crucial for fostering future changes in energy conservation, as highlighted by Wong (1997) However, research by Aslanidou and Menexes (2008) indicates that society lacks sufficient information about the use of renewable energy in energy production.
Producing consciousness requires a reevaluation of the connection between learning and awareness Learning involves acquiring specific skills, such as reading or walking (Wai et al., 2006) Research indicates that enhancing employee awareness significantly motivates them to conserve energy (Turner, 2001).
Enhancing the educational level of youth and fostering their environmental awareness are essential for cultivating responsible future energy consumers Additionally, providing teacher education in renewable energy is crucial, as knowledgeable educators will play a vital role in guiding students toward sustainable practices.
13 students in gaining accurate information and values related to this issue of understanding the benefits of renewable energy to society and the environment (Liarakou, Gavrilakis, Flouri, 2009)
Therefore, it is necessary for implementing energy education at all levels of education, including high school, university, and other academic institutions (Halder,
Enhancing energy education in schools is essential for improving awareness among both teachers and students Without this focus, knowledge about energy will remain limited Awareness is crucial, as a lack of knowledge equates to a lack of awareness (Wai et al., 2006).
Willingness refers to a psychological state indicating an individual's readiness to engage in certain behaviors under favorable conditions (Matear, 2014) While much existing research has concentrated on public approval or the willingness to pay for renewable energy, there is a growing recognition of the importance of understanding people's willingness to actually use renewable energy and the factors that influence this willingness (Altuntas, Turan, 2018).
The willingness to adopt renewable energy is influenced by the Technology Acceptance Model, which suggests that users are more likely to embrace new technologies based on their perceived ease of use and value Key factors affecting individuals' perceptions include the perceived utility of renewable energy, such as improvements in living standards, health benefits, and environmental friendliness Additionally, household characteristics like age, income, education level, gender, and expenditure, along with the availability and accessibility of renewable energy options, awareness of energy benefits, and supportive government policies, significantly shape public attitudes toward renewable energy (Adjakloe et al., 2020).
The Technology Acceptance Model illustrates how human attitudes towards technology serve as a mediator between individuals' intentions to engage with energy and their perceptions of its usability and usefulness Furthermore, it highlights the significant influence of perceived ease of use on users' acceptance and adoption of technology.
14 use, perceived usefulness, and external variables indicated previously in this study considers attitude toward renewable energy consumption to be a mediating factor (Adjakloe et al., 2020)
The Technology Acceptance Model highlights that public acceptance is crucial for the adoption of renewable energy sources (RES) However, this acceptance must go beyond mere acknowledgment of transmission and generation capabilities It requires active participation from stakeholders and a genuine willingness to engage in the energy transition process (Adjakloe et al., 2021; Komendantova & Yazdanpanah).
Stakeholders play a crucial role in energy transitions, but the significance of education must not be overlooked Research indicates that education is a key factor influencing the adoption of renewable energy (MacPherson & Lange, 2012).
Research by Swofford and Slattery (2010) highlights that both household characteristics and respondent education significantly influence the desire to use energy This finding aligns with earlier studies that indicate higher education levels correlate with an increased likelihood of utilizing modern fuels.
Study by (Ntanos, Kyriakopoulos, Chalikias, Arabatzis, & Skordoulis, 2018) also mentioned that, in Greece on public opinion and willingness to accept renewable energy,
15 and found that willingness to adopt renewable energy was directly associated to education
Education plays a crucial role in promoting the use of renewable energy, especially when introduced to students at a young age This early education fosters a new generation of experts who comprehend both the advantages and disadvantages of utilizing natural resources, ultimately contributing to the nation's economic growth (Altuntaş & Turan, 2017a).
Myanmar's educational system and MEF
Myanmar, formerly known as Burma until 1989, changed its name to better represent the nation's ethnic diversity As a member of the ASEAN community, Myanmar plays a significant role in regional cooperation and development.
The education system in Myanmar has evolved alongside its changing political landscape, currently comprising six years of primary education (Grades 1-6), three years of lower secondary education (Grades 7-9), and two years of upper secondary education (Grades 10-11) With a total of 47,365 basic education institutions serving approximately 9.26 million students, the Ministry of Education's Department of Basic Education plays a crucial role in overseeing these schools.
Every year, the 1st of June is the official start date for schools in Myanmar Table 2.1 shows the number of schools, teachers, and students in basic education for the 2015-
Table 2 1: Number of schools, teachers and students in the 2015 - 2016 academic year
No School Category Number of Basic
Source: (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
Preschools in Myanmar cater to children over two years old, either in long-term care or the public system, while kindergarten enrollment starts at five years and eight months, with a minimum age of four years and eight months by the school’s start date The Ministry of Education's Department of Basic Education is responsible for overseeing primary, lower secondary, and upper secondary education in the country.
Education at the primary level
Primary education serves as the foundational level of basic education and is generally mandatory It is structured into two cycles: lower and upper primary, spanning a total of six years, which includes one year of pre-school education (kindergarten) starting at age five To advance to secondary school, students are required to pass a comprehensive test covering core subjects after completing Standard 4 The educational journey officially commences in kindergarten at the age of five.
Secondary schools, which include both middle and high schools, are frequently combined Standard 5 to Standard 8 (lower secondary level) are offered at Secondary
Middle Schools, whilst Standard 9 and Standard 10 (Matriculation) are offered in Secondary High Schools (upper secondary level)
Middle schools serve as the initial phase of secondary education, transitioning students from Standard 5 to Standard 8, culminating in the Standard 8 exams In high school, all students are required to study essential subjects including Myanmar, English, and Mathematics Arts majors encompass geography, history, and economics, while science majors focus on chemistry, physics, and biology At the end of their two-year high school journey, students take the university admission examinations, known as matriculation examinations, which are conducted annually in March by the Ministry of Education's Board of Examinations, following the completion of Standard 10.
Myanmar has a new basic education system
In 1998, Kindergarten (KG) was reclassified as Grade 1 in Myanmar, shifting its focus from traditional play-based learning to formal education, which includes the former Standard 1 syllabus As a result, even at just 5 years old, students in KG are taught at an academic level that is one year ahead of the internationally recognized age standards.
The diagram below depicts a comparison between the Old and New Basic Education Systems
Figure 2 3: The Old and New Basic Education Systems
Source: (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
In 1920, the Rangoon University Bill established the framework for higher education in Myanmar, allowing students to pursue various academic paths after high school Students can choose to enroll in an Arts and Science University or opt for specialized Professional Universities, including Technological, Medical, or Economic institutions, based on their interests and results from the matriculation examination.
Furthermore, a considerable number of students attend monastic, private, community, and ethnic education institutions to receive basic education (Education-
System-in-Myanmar-Brief-Description-of-Primary-Secondary-Tertiary-Education.Pdf, n.d.)
Myanmar's ethnic variety is one of its most distinguishing features There are more than 135 different ethnic ethnicities in Myanmar (Rainforest, 2020) With finances
The Myanmar Education Consortium (MEC), backed by a $22 million investment from the UK and Australia, aims to enhance the country's education system over the next five years, with a particular emphasis on supporting ethnic community schools and monastery institutions.
In 22 November 2019, NAY PYI TAW – Myanmar today unveiled the country's first-ever Alternative Education Subsector Policy Framework, which will govern the development and implementation of out-of-school education activities “This strategy is in line with the Ministry of Education's policy of „leaving no child behind,' and will also help the nation achieve its goals under the Myanmar Sustainable Development Plan (MSDP) and the National Education Strategic Plan (2016-2021),” said Deputy Minister
U Win Maw Tun in his opening remarks (UNICEF Myanmar, 2019)
Between FY 2011/12 and FY 2013/14, Myanmar's education spending as a percentage of GDP rose from 0.7% to 2.1% However, this figure still falls short of the ASEAN average of 3.6% The country faces significant challenges in education quality, including a shortage of skilled teachers, inadequate school infrastructure, and outdated teaching methods Furthermore, ongoing conflicts and disasters have disrupted the learning experiences of many children in Myanmar (Oxford Business Group, 2017).
In the conflict-affected regions of Kayin, Kayah, Shan, and Rakhine States, only 10% of children were enrolled in elementary school in 2005 In response to perceived marginalization, various ethnic minority communities have established their own educational institutions, notably those operated by the Kachin Independence Organization, the New Mon State Party, and the Karen National Union Currently, there are over 2,420 ethnic schools catering to more than 228,000 students at primary, middle, and high school levels, highlighting the resilience and commitment of these communities to education despite the challenges they face.
Table 2 2 : Enrolment rates in ethnic schools (Jollife 2014)
State No of schools No of students
Source from : (Education-System-in-Myanmar-Brief-Description-of-Primary-Secondary-
Tertiary-Education.Pdf, n.d.) Additional ethnic education programs are also run through churches or monastic schools in these areas (Lall & South, 2014)
Myint-Mo Education Foundation (MEF)
Myint-Mo Education Foundation (MEF) is a non-profit educational organization (registered organization) MEF, which is currently financed by Child's Dream Organization and under MEF, there have five academies
In Child‟s Dream, it consists of Child's Dream Association Switzerland and Child's Dream Foundation Thailand as charitable organization
– In Thailand and Laos, the Child's Dream Foundation (Thailand) implements and sponsors the project activity
– In Myanmar and Cambodia, the Child's Dream Association (Switzerland) implements and sponsors the project activity
Child's Dream Association is a non-profit organization dedicated to helping underprivileged communities in the Mekong Sub-Region, which includes Myanmar, Laos, Cambodia, and Thailand (Child‟s Dream Annual Report, 2020)
Since 2013, Child's Dream has supported the Myint-mo Education Foundation (MEF), previously known as the Myanmar Community Academies Program (MCAP) MEF operates five academies across Kayin, Kayah, Kachin, Shan, and Chin ethnic states, providing a consistent curriculum focused on general knowledge, social science, English language, computer skills, social entrepreneurship, and project management over a two-year academic program.
The academies focus on empowering socially-engaged youth from diverse backgrounds by equipping them with essential skills and abilities to drive positive change in their communities Graduates emerge with heightened awareness, confidence, and the academic foundation necessary for further education, enabling them to actively participate in community development and promote peacebuilding among various groups.
International cooperation to make national electrification plans for Myanmar 21 1 Myanmar national electrification plan 2014 (MNEP) (World Bank)
The United States published the “Prohibition on New Investment in Burma” in
Since 2004, the United States, European Union, Australia, and Canada have imposed and strengthened economic sanctions on Myanmar, creating challenges for international organizations like the World Bank and JICA to operate effectively With an electrification rate of only 37 percent, the lowest in ASEAN, Myanmar faces significant economic difficulties The country adopted a new constitution and election scheme in 2008, leading to the election of Mr Thein Sein as the 8th President in 2011 His presidency marked a turning point, as the international community began to ease sanctions, paving the way for Myanmar's economic growth A key focus during this period was infrastructure development, particularly in power generation, to improve the electrification rate In response, international organizations initiated national energy production plans, aligning with four pillars of national strategies to support Myanmar's electrification and development.
1) Myanmar National Electrification Plan Towards Universal Access 2015-2030 (MNEP) by World Bank
2) Myanmar National Electrification Program (NEP) in 2014 by CASTALIA Strategic Advisors
3) National Electric Master Plan (NEMP) in 2014 by JICA
4) Power Sector Development in Myanmar in 2015 by Asia Development Bank (ADB) These four pillars lead to the “Myanmar Climate Change Master Plan (MCCMP )2018-
2030.” Following these plans, Myanmar established the national target, 100 ％ electrification in 2030 named „2030 Universal Access Plan.‟
Figure 2 4: International Cooperation to make National Electrification Plans for
This section outlines four proposals along with the MCCMP to elucidate Myanmar's current power generation landscape It also evaluates the advantages and challenges of these plans in relation to the "2030 Universal Access Strategy."
Myanmar's Climate Change Master Plan (2018-2030) offers essential insights for enhancing the quality of life, especially in ethnic minority regions, while also addressing disparities between urban and rural communities.
2.5.1 Myanmar national electrification plan 2014 (MNEP) (World Bank)
The MNEP summary, Development of a Myanmar National Electricity Plan, describes Myanmar's current situation and refers to "Universal Access."
Myanmar faces significant challenges in electrification, with less than 30% of households having access to electricity, making it one of the lowest rates in Southeast Asia While urban areas like Yangon and Mandalay boast an electrification rate of around 75%, rural areas suffer greatly, with only 16% of households connected to the power grid This stark rural-urban divide highlights the urgent need for improved electricity access in Myanmar, where per capita electricity consumption remains among the lowest globally.
In Myanmar, 23 rural communities in border areas lack any access to grid-based electricity, while regions with significant rural populations, such as Ayeyarwady and Magway Regions and Rakhine State, have less than 10% access This limited access to electricity serves as a direct indicator of both relative and absolute poverty levels in the country, highlighting the urgent need for improved energy infrastructure (World Bank, n.d.).
Mr Xiaoping Wang from the World Bank and Maung Win from Myanmar's Ministry of Agriculture, Livestock, and Irrigation, emphasize the importance of the MNEP and the university's goal of achieving electricity access for all by 2030 They highlight that a significant majority of the population will be connected to the power grid, totaling 7.2 million households, with an estimated investment of US $6.0 billion required This indicates that further investments in both generation and transmission infrastructure will be essential to meet these targets.
Ethnic minority regions in Myanmar, including Chin, Shan, Kachin, and Kayah, face the highest cost per link for connectivity, resulting in delayed access to essential services This disparity not only stems from financial constraints but also threatens to exacerbate the divide between urban and rural areas While Myanmar aims for universal access, the increasing regional inequalities present a significant challenge to achieving this goal (Wang, 2016).
2.5.2 Myanmar national electrification program (NEP) 2014 CASTALIA
The Myanmar National Electrification Program (NEP) strives to achieve 100% electrification for all households in Myanmar by 2030, aiming to connect over 7.2 million households within the next 16 years, as indicated by the Earth Institute's geospatial planning results This ambitious goal is in complete harmony with the World Bank's "Myanmar National Electrification Plan" from 2014, which is currently undergoing a review.
Myanmar has 2.3 million residential electricity connections, resulting in one of the lowest electrification rates in the ASEAN region This situation poses a challenge, as the expenses associated with extending the electrical grid nationwide would significantly strain the national budget.
Myanmar's government plans to adjust the rollout series due to social, economic, and political factors The initiative with the lowest cost will require financial assistance, prompting the government to make additional decisions regarding the impact of rising expenses.
„pre-electrification' program will only be linked to the grid in the late 2020s There has
24 been discussion about providing electric power in places such as off-grid or household solar solutions (Castalia, n.d.).
2.5.3 National electric master plan （ NEMP ） 2014 JICA
The former director of JICA Myanmar, Mr Masahiko Tanaka talked in 2014 about JICS‟s concern about the necessity of the development of electricity supply in Myanmar
As Myanmar experiences robust economic growth, electricity demand is projected to surge significantly, reaching 5 to 8 times the levels of 2012 by 2030, according to the JICA-supported National Electricity Master Plan This trend aligns with the experiences of other countries, despite the drastic implications With only about 30 percent of households currently having access to electricity, the demand is anticipated to escalate even faster than the economy itself Failing to meet this increasing electricity demand could have devastating consequences (Tanaka, 2014).
In January 2013, the Myanmar Government established the National Energy Management Committee (NEMC) to address key issues in the energy sector and to execute the National Energy Plan, which encompasses both short-term and long-term goals aligned with the National Energy Policy By the end of 2014, the NEMC finalized the draft National Energy Policy, available in both Myanmar and English, following extensive discussions.
The reform of the power sector encompasses four key areas: Power Sector Structure, Power Development Plan, Procurement of Power Fuel, and Rural Electrification Notably, there is a significant disparity in electricity usage for lighting, with urban areas at 77.5% compared to just 14.9% in rural regions To address this gap, it is essential that the national grid expansion plan aligns with the Rural Electrification National Energy Policy (NEP) currently supported by the World Bank This report has also laid the groundwork for a future technical assistance project, emphasizing the importance of considering environmental and social factors, as well as gender issues, as highlighted in JICA's Final Report (2015).
2.5.4 Power sector development in Myanmar2015, (PSDM) ADB
Electricity is essential for social and economic development, serving as a key infrastructure element that enhances quality of life, boosts labor productivity, and fosters entrepreneurship A reliable power supply improves living conditions for households across all income levels by fulfilling heating, lighting, and cooking needs It is vital for economic growth, enabling production across various industries and supporting basic social services like education, healthcare, clean water, and sanitation Affordable energy is crucial for developing countries to achieve the United Nations' Millennium Development Goals In Myanmar, where electricity demand is projected to increase, the government must prioritize a reliable, sufficient, and cost-effective energy supply Although the country has abundant energy resources, including renewables, hydropower remains the primary electricity source, followed by natural gas and coal.
In terms of the current state and developments in the power sector, there is a reduced supply of electricity due to a lack of water from reservoirs Around 2000 and
2014, energy usage quadrupled It receives 1555 MW during the regular season, but 1560
During the summer, Myanmar faces significant energy challenges, particularly in remote areas where 678 natural gas plants provide only two hours of energy per day Notably, the country had no installed renewable energy capacity until 2014, highlighting the urgent need for sustainable energy solutions.
Myanmar climate change master plan (MCCMP) (2018-2030)
The Republic of the Union of Myanmar (2019) investigated whether sectoral results would help Myanmar achieve the MCCS's key objectives and achieve its climate resilience goals
The former Plans by World Bank, CASTALIA, JICA and ADB results in MCCMP MCCMP says its target in Forward conscious about 2015 Climate Change Paris Agreement
By 2030, Myanmar aims to establish a stable and resilient environment capable of adapting to climate changes, with economic growth driven by integrated low-carbon strategies The Myanmar Climate Change Master Plan (2018-2030) has been developed and approved to implement prioritized initiatives outlined in the Myanmar Climate Change Policy and Strategy Additionally, this Master Plan serves as a framework to ensure Myanmar meets its Nationally Determined Contributions under the 2015 Paris Agreement on Climate Change.
MCCMP highlights the crucial role of education and public awareness in fostering a climate-responsive society It identifies six key sectors essential for this goal, emphasizing that inclusive and sustainable development requires enhanced education, knowledge, and technical frameworks These elements are vital for creating human resources capable of designing and implementing climate-resilient, low-carbon development solutions.
1) Climate change (CC) training for government employees: Conduct climate change knowledge and capacity-building programs aimed at extension agents and government employees
2) Climate change training for academics and researchers: Provide climate change training for university and research organization personnel so that they can produce climate-relevant information and expertise
3) Establishment of environmental clubs and societies: Create environmental clubs or societies in schools and universities and assist them in incorporating climate change into their activities
4) Materials for training and awareness-raising were created and used: To combat climate change, create farmer-friendly, gender-sensitive training and awareness-raising materials
The MCCMP highlights the importance of Education, Science, and Technology in fostering a resilient society It emphasizes the need to enhance the capabilities of education sector stakeholders to integrate sustainable, low-carbon growth and resilience concepts into primary, secondary, and tertiary curricula.
MCCMP urges primary, secondary, and higher education institutions to integrate climate change into their curricula and instructional materials to achieve climate goals Additionally, university faculty and graduates are expected to collaborate with the government and private sector in strategizing and managing climate change initiatives (UN HABITAT, 2019).
The MCCMP highlights the crucial role of educational institutions in mitigating climate change, emphasizing the need for schools to implement specialized curricula and course content that align with sustainable development goals.
RESEARCH METHODOLOGY
Research design
In the current study, the researcher employed a descriptive survey method, utilizing a comprehensive review of existing literature to gather essential information for achieving the research objectives Structured questionnaires were designed in two parts, targeting both students and teachers, with distinct sections for each group Primary data was collected from various academic institutions through these questionnaires, which were developed based on insights from prior research studies, reports, and articles.
Following the development of draft questionnaires, a pre-testing phase was conducted with a group of students This process involved rephrasing certain vocabulary in the statements to simpler terms, ensuring that the questionnaires were easily understandable Both the student and teacher questionnaires were administered in English to all respondents.
Population
The study was conducted to all the senior students of MEF academies and targeted
The research targeted 160 senior students, as most social science lessons had been taught to them according to the MEF academic calendar Due to the Covid-19 pandemic, the study was conducted online; however, only 120 students completed the survey due to the unexpected political situation in Myanmar, which disrupted internet access in certain areas and created challenging conditions for both students and teachers Despite these obstacles, 30 teachers participated, meeting the researcher's expected sample size.
Research instrument
This study employs a structured survey comprising distinct sections for both students and teachers The student section includes 6 demographic questions, 10 questions evaluating students' knowledge, 23 questions assessing their level of awareness, and 10 questions measuring their understanding of key concepts.
The study assessed students' willingness to engage with renewable energy and climate change topics through a survey consisting of 29 questions The teacher section included 9 demographic questions covering age, gender, and education, along with 10 questions related to school attributes and 12 questions focused on the needs for introducing renewable energy and sustainable development goals Only the results pertinent to the research objectives were analyzed The survey utilized a mix of multiple-choice, dichotomous, and Likert scale questions, adapted from prior research studies.
Data collection
The research data was meticulously collected and analyzed to achieve the study's objectives, as outlined in Table 3.1.
The process of the collecting data
Contacting to principals and explaining the process of the study By using social media
Formally requesting and taking approval from the principals By using social media
Informing and confirming the date to conduct After taking advice from the supervisor
Jan 2021 Sending the questionnaires forms to each academy and conducting the research By using google form
Colleting all the survey results and Creating research file (compute, interpret, analyze all the data)
By taking advice from the supervisor
Writing thesis paper and preparing for thesis defense
By asking advice from the supervisor
Data analysis
The researcher utilized an online questionnaire created with Google Forms to collect data for this study, which efficiently compiled responses into a database for analysis.
The research involved providing respondents ample time to complete their questionnaires, and the collected data was subsequently analyzed using statistical techniques to meet the study's primary objectives To ensure consistency, all questionnaire responses were thoroughly examined, coded, and entered into the Statistical Package for the Social Sciences (SPSS) software for analysis The data from all respondents was processed and computed using SPSS and Microsoft Excel, which helped to illuminate the current situation in relation to the research objectives.
-Mix method (both qualitative & quantitative)
-Analyzed using Microsoft Excel and SPSS -Descriptive Statistics (Mean, standard deviation, frequency, etc.)
Inferential Statistics Hypothesis Independent variable Dependent variable Test applied
3 Sources Awareness One-way ANOVA
The analysis of data for the research questions and hypotheses were accomplished using descriptive statistics (mean, standard deviation, frequency, etc…) and inferential statistics ( T-test, One-way ANOVA, Pearson Correlation)
Hypotheses 5 and 6 were analyzed through descriptive statistics, utilizing both dichotomous and multiple-choice survey questions The researcher began by exporting the data into a document and representing it in bar charts to facilitate interpretation After calculating the percentages from respondents' answers, the findings were summarized in a pie chart, providing a clear description of the research results The results were presented as percentage calculations to enhance understanding.
The researcher decided to use a simple scale to determine students‟ knowledge for the purpose of the research:
According to Siti Rechal (2019), students' knowledge is categorized as low when the percentage of affirmative responses falls below 50%, while it is deemed high when this percentage approaches 100% This scale aids researchers in the data interpretation process.
The Likert Scale, developed by Rensis Likert in 1932, is a five-point measurement tool utilized in surveys to gauge respondents' attitudes by assessing their level of agreement with specific statements This scale can be analyzed as individual items or collectively to evaluate a particular construct (Jamieson, 2004).
To evaluate students' awareness and willingness to utilize renewable energy (RE), data was collected and analyzed using a 5-point Likert scale This scale ranged from 5 (strongly agree) to 1 (strongly disagree) for positive statements, while the reverse scale was applied for negative statements.
The analysis of the Likert scale utilized mean scores to interpret levels of agreement, categorized as follows: 0.00–1.50 indicates very low agreement, 1.51–2.50 represents low agreement, 2.51–3.50 signifies moderate agreement, 3.51–4.50 reflects high agreement, and 4.51–5.00 denotes very high agreement The Likert statements were assessed both individually and collectively, as noted by Latif et al (2017).
T-test was using for testing for hypotheses 1 & 2 Inferential statistics include the t test It's used to see if there's a statistically significant difference between two groups' means We assume that the dependent variable follows a normal distribution in all inferential statistics There is one independent variable and one dependent variable in a t test Only two levels are allowed for the independent variable (in this example, gender) (male and female) We would perform a one-way (ANOVA) analysis of variance if the independent variable had more than two levels (Siegle, 2015)
In this study, the mean was utilized to assess the acceptance or rejection of research questions, while a t-test was applied to evaluate the hypotheses across various respondent groups The analysis was conducted at a significance level of 0.05, employing a t-test critical value of ±1.96, as outlined by Sullivan (2017).
The one-way ANOVA test was utilized to evaluate hypothesis 3, aiming to determine if there are statistically significant differences in the means among three or more independent groups, as outlined by Laerd Statistics (2018).
Before performing ANOVA, it is crucial to verify that all assumptions are met, including the independence of observations, normal distribution of scores in populations, and homogeneity of variances (Tomayko, 2007) If these assumptions are satisfied for a specific strand, one-way ANOVA can be conducted using SPSS The F ratio provided by SPSS will guide the decision to either retain or reject the hypothesis of equal means.
The research hypothesis 4 was evaluated using Pearson Correlation, which calculates a sample correlation coefficient, r, to determine the strength and direction of linear relationships between two continuous variables This method also assesses the existence of a linear relationship in the population through the population correlation coefficient, ρ (“rho”) As a parametric measure (Yeager, 2021), the hypotheses were tested at a 95% confidence level, with a p-value threshold of 0.05 and the equal variance was assumed Therefore, conducting analysis using ANOVA was appropriate
An ANOVA test was conducted to examine the relationship between information sources (independent variable) and students' awareness of renewable energy utilization (dependent variable) The results, as shown in Table 4.21, indicated that students' awareness had an F-value of 1.88 with 5 degrees of freedom and a p-value greater than 0.05 Consequently, the findings revealed no significant effect of information sources on students' awareness regarding renewable energy utilization for sustainable development, leading to the rejection of the research hypothesis.
4.3.5 The Pearson correlation results of significant relation between students’ awareness and willingness
Data and the Pearson Correlation results of significant relation between students‟ awareness and willingness on renewable energy utilization toward sustainable development were presented in table 4.22
Table 4 22: Pearson Correlation results of the students
** Correlation is significant at the 0.01 level (2-tailed)
The Pearson product correlation analysis revealed a moderate positive and statistically significant relationship between students' awareness and their willingness to utilize renewable energy for sustainable development (r(118) = 0.501, p