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In debates related to energy poverty, the link to questions of residential segregation remains somewhat peripheral. Because, usually, only energy-poor households are at the focus and residential mobility is not addressed, the interdependencies between households’ energy costs and the residential segregation of cities remain out of sight. Concern that energy efficiency measures could foster socio-spatial segregation in cities has recently emerged in Germany. If only households with higher incomes can afford housing with high energy efficiency standards, whereas low income households tend to choose non-refurbished but, in sum, more affordable housing stock, an increasing concentration of poor households in poor housing conditions would result. German energy efficiency and CO2 reduction policies are relatively insensitive to such questions.

Using survey data from a small shrinking city in Germany, we explore how energy costs are interrelated with residential location decisions and, thus, with segregation processes and patterns. Shrinking cities represent an interesting case because, here, a decreasing demand for housing stimulates residential mobility and paves the way for dynamic reconfigurations of socio-spatial patterns.

We found that energy-related aspects of homes play a role in location decisions. Low income households seek to minimize housing costs in general, paying specific attention to heating systems, thermal insulation and costs. Resulting segregation effects depend very much on where affordable and, at the same time, energy-efficient housing stock is spatially concentrated in cities. These findings should be taken into consideration for future policies on energy in existing dwellings.

The existing housing stock has a major energy saving potential and is mostly considered to be the sector in which energy efficiency most cost effectively can be achieved. About 30% of all energy use is consumed in the housing stock. The European union formulates saving targets, policies and regulations that have to be implemented by the member states and a considerable share of the EU budget for research and innovation is dedicated to this challenge. In recent years many policies, investment programmes, technical innovations and process innovations have been developed and been put into practice. However, it appears to be very difficult to realise massive renovation programmes in the existing housing stock and really make a step forward towards the energy efficiency goals. This special issue presents an overview of actual insights of the perspectives of energy efficiency in the housing stock based on several research projects and analyses and discussions about how the current policies will work out and which are the barriers that still have to be taken. We focus on the policies, the processes and the people.

Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet.

A qualitative comparative case study approach with a similar didactic approach is used.

Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses.

There was no competency measurement of the students in the described courses.

There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty.

This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.