Urban wind energy has emerged as an attractive source of distributed generation in cities to achieve sustainable development goals. The advancement in technologies for the use of urban wind energy has offered an alternative for the decarbonization of cities and the energy transition. The objectives of this work are (1) to identify the potential of wind energy through numerical weather prediction (NWP) data tools and (2) to identify the roles and responsibilities of the stakeholders involved in the decision-making process. A methodology was developed in two phases and applied to a case study in the Dominican Republic. The first phase consisted of estimating the wind energy potential for the 32 provinces at a height of 10 m using open access NWP tools provided by NASA. In the second phase, 28 stakeholders were identified through snowball sampling. The Responsible, Accountable, Consulted, and Informed (RACI) matrix tool was applied to identify the roles of the 28 institutions addressed at the country level as relevant in the decision-making process for the energy sector. The annual average wind speed and energy potential for each province were determined. It was found that 24 provinces have poor potentials, below <4.5 m/s. In the northwest and east is where there is the greatest potential, between 4.83 and 6.63 m/s. The population density was established, and it was observed that the provinces with greater potential are less densely populated. Through 59 interviews, 28 institutions were identified and evaluated due to their relevance in decision making for the implementation of energy projects. According to the RACI matrix, the Ministry of Energy and Mines has been categorized as “A”, electricity distribution companies as “R”, energy associations and universities as “C”, and educational and justice institutions as “I”.

This data article presents electricity demand data on common household appliances in the Dominican Republic and therefore in the Caribbean region, as well as appliances whose demand characteristics are maintained regardless of geographic location. A one-hour record is made in most cases, for 17 household appliances, containing information on power demand, effective current, power factor and harmonic distortion of voltage and current. The average, minimum, and maximum values ​​of each parameter for one minute are provided. The data were obtained using the Fluke-1738 electrical network analyzer. The data can be used to build demand profiles in the residential or commercial sector, depending on the composition of electrical appliances and the hours of use, dimension photovoltaic systems for self-consumption and emergency electrical sources. Although the number of household appliances and conditions of use of some appliances do not constitute a representative sample, the dataset and the measurement method constitute a starting point for obtaining this type of records, which are scarce in the literature.

This study examines the implementation of standardised departmental examinations in an introductory Physics I course at a higher education institution in the Dominican Republic. The implementation involved institutional endorsement, coordination among instructors teaching parallel sections, common assessment procedures, and supporting resources for instructors and students. Quantitative evidence was obtained using a quasi-experimental pre–post design based on historical cohorts, comparing an academic term without standardised assessment (2023-2, N = 37) with a subsequent term in which common examinations were administered across all course sections (2023-3, N = 44). Academic performance was examined at the overall course level, by assessment component, and by instructor, together with intra-term performance change indicators and the coefficient of variation (CV). Mean final grades remained relatively stable (71.4 ± 9.9 in 2023-2 versus 69.4 ± 12.0 in 2023-3), while the CV of the final course grade increased from 0.14 to 0.17. Both midterm examinations showed lower mean scores and greater relative dispersion in the post-implementation cohort, whereas the final examination showed a similar mean score with lower variability. Intra-term indicators showed larger positive score differences between successive assessments after implementation, although these differences should not be interpreted as direct evidence of greater learning gains. The implementation experience also highlighted the importance of coordinating instructional pacing and content coverage across parallel sections while preserving instructor responsibility for cumulative assessment. Given the historical cohort design and relatively small sample sizes, the findings are interpreted as evidence from a specific institutional implementation rather than as broadly generalisable effects. Overall, the study illustrates how common departmental examinations can provide a shared assessment framework while also requiring institutional and instructional coordination in multisection introductory physics courses.