Operationalizing energy justice: Mapping Norwegian youth preferences for renewable energy transitions

Abstract Young people will implement renewable technology projects, vote on energy policies, and experience the outcomes. Therefore, recognizing their perspectives is essential for socially inclusive transitions. This interdisciplinary study operationalizes recognition and procedural justice by conducting educational workshops with 286 high school students aged 15–16 in Norway, where they had a chance to elicit their preferences for a future energy system of Norway. The workshops consisted of three segments: disseminating common energy and climate knowledge, interactive activities designed to develop a shared understanding of energy transition aspects, and questionnaires to assess students’ perspectives and socio-techno-economic preferences. This paper delves into the questionnaire’s findings to reveal that 33% of pupils favored exclusively offshore wind as a main energy source, while 35% preferred combining it with solar energy, indicating over 68% viewed offshore wind favorably. Although 32% supported some form of land-based wind turbines, strong disagreement emerged regarding wind parks in agricultural, forested, and residential areas. Preferences varied regionally; solar installations were favored in southern and southeastern Norway, while wind farms were suggested for central and northern regions. Pupils emphasized energy independence, were reluctant to adjust energy use, and prioritized reducing carbon emissions and preserving biodiversity over minimizing electricity costs. Pupils systematically ranked economic efficiency as least important, revealing a disconnect between energy planning’s core cost-minimization objective and their perspectives. Across European studies, similar patterns emerge, with ranking environmental protection and energy sovereignty over economic efficiency, suggesting a cross-national pattern, even if specific technology choices reflect local geographic and cultural contexts.