Abstract:

The implementation of various environmentally friendly solutions in urban transport systems, including electric cars, e-car-sharing and e-bike-sharing, may produce a number of advantages for the society from environmental and economic benefits to improved quality of life. Nevertheless, we witness a scarcity of education and promotion supporting electric mobility, which may lead to the development of social barriers due to the shortage knowledge and, as a consequence of that, people might be discouraged to use new transport technologies.

The article focuses on electric mobility education and the original research effort that has transformed into an international research project of "Electric Travelling" under the ERANET programme, a project which is implemented by a consortium of institutions from four countries, including Poland, Spain, the Netherlands and Hungary.

The goal of the article is to promote teaching methods useful while communicating electric mobility at various levels of education, from primary and secondary schools, undergraduate education, post-graduate courses, to adult education and life-long learning.

The article is divided into three main parts reflecting basic pillars of the pedagogy, namely the diagnosis, prognosis, and instruments and tools. The authors have diagnosed challenges related to electric mobility services. Based on their knowledge and the review of literature, the authors attempted to forecast changes and the development of electric mobility in the future. Moreover, a set of methods has been developed to facilitate the implementation of electric mobility. Methods presented in the article cover a number of ICT-based teaching solutions (e.g. education platforms, theme blogs and websites, webquests, video-sharing platforms, e-learning, e-content, applications, simulations, Web 2.0 tools and webinars), as well as tools that are not linked directly with new technologies (e.g. education projects, lectures, presentations, mind mapping, visualisations, study visits, peer learning) and blended learning (flipped classroom).

Methodologies listed by the authors create new opportunities for promoting electric mobility education by matching a relevant methodology with a specific education level. This should be supported by developing teaching content and curricula. As a result of the above, the term of electric mobility may be generally recognised as a part of sustainable development and understood and used by members of the society.

Keywords:

Methodology, education for electric mobility, pedagogical methods.