UCalgary study shows nuclear energy literacy is key to informed decision-making

Public discourse about nuclear technology continues to increase amid global conflict and climate change mitigation efforts. 

This growing interest and awareness of the potential benefits and drawbacks of this divisive energy source led Werklund School of Education Associate Professor Dr. Greg Lowan-Trudeau, PhD’12, to analyze mainstream media coverage as well as K-12 curricula in Canada to better understand the discussions taking place. This approach provided insight into how news reporting relates to the content students are learning in schools.

“Amidst this rise in public conversation, there has been a surprisingly limited amount of discussion and focused inquiry within environmental education circles in Canada regarding nuclear technologies,” says Lowan-Trudeau. “I also wanted to increase my own nuclear literacy.” 

Emerging themes and fresh directions

Political and economic deliberations about further nuclear energy development, fears over the use of nuclear weapons in global conflicts, health and environmental impacts and the potential for combating climate change were prominent themes that emerged from Lowan-Trudeau’s review of daily newspapers, such as the Toronto Star, Globe and Mail and National Post, and K-12 curricula.

Lowan-Trudeau, whose academic focus is energy and environmental education, says he also learned that Alberta, Saskatchewan and New Brunswick are collectively exploring the use of small modular reactors. These modern units have the potential to supply power to remote areas of the country and are less expensive and faster to build than traditional reactors.

That said, expansion raises the question of waste management. For example, Ontario has three conventional nuclear plants in operation and recently announced a new waste storage site that will be co-hosted by the town of Ignace and Wabigoon Lake Ojibway First Nation following affirmative community voting. However, the site selection process was not without contention and remains controversial due to environmental concerns.

Conversations about the role nuclear energy can play in mitigating climate change are not new, but they have taken fresh direction

“There are discussions about things like nuclear fusion,” says Lowan-Trudeau. “More conventional nuclear energy electricity generation happens through nuclear fission, which is a much more volatile process than nuclear fusion. “Progress in nuclear fusion has been making headlines in the last year or two. It is more difficult to achieve but is a more stable energy source.”

However, alongside security and waste management concerns, critics point to the significant embedded energy, time, and funds required to construct nuclear power plants of any kind. Many also propose that working to generally reduce energy use and increase efficiency rather than continually seeking new energy sources is a more promising path forward.

Building flexibility into curricula

Lowan-Trudeau concentrated on mandated K-12 subjects across Canada to understand how teachers and students are engaging with the issues surrounding nuclear energy. 

Provincial and territorial governments are responsible for establishing curriculum. As a result, content varies throughout the country.

Of all the provinces, he found that Ontario had the most significant inclusion of nuclear-related learning material.

“That made sense to me because they draw 60 per cent of their electricity from nuclear sources,” Lowan-Trudeau says.

In addition, content varied by course. 

The Sciences, predictably, contained the most information. This was often embedded in a list of other alternative energy sources, like wind, solar, geothermal and hydro, giving teachers an opportunity to engage students in a broader discussion of energy literacy. Health and medical applications were also addressed. 

Arts and Humanities courses had the least content, with inclusion coming in the form of books related to nuclear conflict during World War Two or the Cold War. 

Lowan-Trudeau acknowledges that updating curricula takes time, so it is not reasonable to expect the syllabus to be as dynamic as media coverage.   

“Curricula are more fixed. As we saw in Alberta recently, it takes years to change. One of the big picture things that was emphasized for me with this study was the importance of building flexibility into curricula.”

Despite how challenging it might be to introduce current affairs into the classroom, Lowan-Trudeau is confident that teachers are up to the task.

“I'm sure many teachers find ways to bring in contemporary discussions from media. Even if it was a more historical curriculum expectation related to, say, the Cold War, they could say, ‘Well, how does this contemporary event relate to this historical event?’”

Lowan-Trudeau recognizes that talk of nuclear technology provokes a visceral reaction in many individuals, but he believes we can only benefit from raising our collective energy knowledge, whatever the forum.

“Given the continued, and arguably increasing, presence of nuclear technologies, it is important for environmental educators, communicators and researchers to increase their literacy in this area. Increased understanding of nuclear topics will facilitate more active engagement in related educational conversations and societal decision-making processes.”

Technology, Energy & Climate Symposium 

Greg Lowan-Trudeau and colleagues are holding a free virtual seminar that will address technology, energy, and climate change in outdoor and environmental education contexts. All are welcome.

Date: Friday, March 7, 2025
Time: 9:30-11:30 am (MST)
Cost: Free
Location: Virtual via Zoom 

Email gelowan@ucalgary.ca for additional information

Presenters:

• Greg Lowan-Trudeau (Associate Prof., U of Calgary)
• Teresa Fowler (Assistant Prof., Concordia U of Edmonton)
• Chad Eastman (MEd Student, U of Calgary)
• Adib Jawad (MA Student, U of Calgary)
• Colin Harris (PhD Student, U of Calgary)
• Francesca Patten (PhD Candidate, U of Calgary)