If the role of environmental (and energy) literacy is confirmed,
the importance of developing these attributes in policy actors and
educators in general will be supported. Truly, the domains of
environmental literacy - cognitive, affective, behavioral, and
efficacy beliefs - can be applied to nearly any field of education;
the revelation of these domains in this study emphasizes the
importance of building comprehensive teacher agency in energy policy work and energy educational planning, and implementing
these plans with fidelity.