The purpose of this study was to investigate the levels of energy literacy among 276 Form 2 (Grade 8) Malaysian students as no similar study has been previously conducted in the country, as well as the contribution of students' energy-related knowledge and attitudes on their energy-related behaviors. This was a non-experimental quantitative research using the sample survey method to collect data by using the 'Energy Literacy Questionnaire' (ELQ). Independent samples t-test, Pearson product-moment correlation, and multiple linear re-gressions were used to analyse the data. The study found that levels of energy literacy were relatively low suggesting that the implemented curriculum had failed to meet the specifica-tions of the intended curriculum that emphasises the relevance of energy-related issues to students' everyday life experiences. The authors suggest that there is a need to emphasise the importance of a context-based curriculum specifying criteria that embrace broad energy literacy with benchmarks related not just to science-related energy content but also recog-nizing the importance of practical energy-related knowledge, decision making skills, value judgments, ethical and moral dimensions, and issues of personal responsibility related to energy resource development and consumption in Malaysia.
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