The innovative potential of Renewable Energy Communities (RECs), which also translates into the creation of heterogeneous networks of stakeholders placing the issue of energy and environmental sustainability at the forefront, is well-suited to the objective of defining paths for environmental energy education within and outside the schools.

The weight and nature of the stakes also entrust institutions with a key role in the development of territorially anchored RECs linked to local needs. Involving schools offers both material advantages, utilizing spaces, and symbolic advantages, leveraging the social role of educational institutions.

A preliminary analysis has identified case studies and enabling factors for the process. In detail, three case studies have been analyzed, revealing a diversity of actors involved and a dynamic social context aiming at a change in the energy consumption paradigm. In this sense, RECs become a means to achieve long-term energy education and environmental awareness goals. The CESLA REC actively involves students in design and information sharing.

The Torricelli Institute in Milan aims to create educational pathways through a coalition of actors. The EduCER project aims to become a model.

The observation of case studies aims to identify opportunities and barriers for promoting RECs in schools, contributing to the creation of educational materials and guidelines, and assisting in the development of an educational web site.

The Report is available on the Italian site