Students' Acceptance of Nuclear Power in the Philippines

Nuclear power as a source of energy remains a contentious technology issue that divides public opinion and acceptance, particularly in developing nations that lack an operational nuclear power plant. Students, being the future decision-makers and having a vital role in society’s progress, make their acceptance of nuclear energy symbolize public opinion to a large extent. Incorporating the Theory of Planned Behavior (TPB) and the Protection Motivation Theory (PMT) helped identify the factors influencing students’ acceptance of nuclear power. Utilizing a descriptive correlational research design highlighted the relationships between the model elements: nuclear power knowledge, nuclear power stigmatization, trust in government, perceived benefits, perceived drawbacks, attitude, subjective norm, perceived behavioral control, intention, and nuclear power acceptance. Of the 19 hypothesized relationships, 14 are regarded as directly and significantly influential. The findings suggest that knowledge of nuclear technology can promote students’ acceptance of nuclear power in the Philippines and that this acceptance can be further reinforced by the ease of the perceived acceptance, favorable attitude towards the adoption of nuclear power plants, and perceived positive social influence of other people. However, stigmatized information adversely influences their adoption through the negative perception and disadvantages of nuclear power plants. Thus, the inclusion of their benefits and risks in currently taught science and technology subjects in senior high school and college may improve the students' knowledge and understanding of nuclear power and nuclear energy and provide a platform for scientific literacy of the various potential energy sources to resolve the energy crisis in the Philippines.