Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe

Ana Rosa Gamarra, Carmen Lago, Israel Herrera-Orozco, Yolanda Lechón, Susana Marta Almeida, Joana Lage and Filipe Silva
Additional contact information
Ana Rosa Gamarra: CIEMAT, Energy Systems Analysis Unit, Energy Department, Av. Complutense, 40, 28040 Madrid, Spain
Carmen Lago: CIEMAT, Energy Systems Analysis Unit, Energy Department, Av. Complutense, 40, 28040 Madrid, Spain
Israel Herrera-Orozco: CIEMAT, Energy Systems Analysis Unit, Energy Department, Av. Complutense, 40, 28040 Madrid, Spain
Yolanda Lechón: CIEMAT, Energy Systems Analysis Unit, Energy Department, Av. Complutense, 40, 28040 Madrid, Spain
Susana Marta Almeida: Centro De Ciências E Tecnologias Nucleares, Instituto Superior Técnico, Universidade De Lisboa, Estrada Nacional 10, 2695-066 Bobadela LRS, Portugal
Joana Lage: Centro De Ciências E Tecnologias Nucleares, Instituto Superior Técnico, Universidade De Lisboa, Estrada Nacional 10, 2695-066 Bobadela LRS, Portugal
Filipe Silva: Instituto De Soldadura E Qualidade, Avenida Professor Dr. Cavaco Silva, 33 Taguspark, 2740-120 Porto Salvo, Portugal

Energies, 2021, vol. 14, issue 19, 1-20

Abstract: This study provides an in-depth assessment of the environmental performance of five public schools in the transition towards a low-carbon economy and a more sustainable model of society. Life cycle assessment (LCA) methodology is used to conduct the study. The school system includes several activities and processes clustered in three subsystems: management of the school building, training and learning activities (T&L) and mobility and transport (M&T). A detailed primary data inventory of energy and resources consumption was collected in five schools located in Spain and Portugal. Findings on climate change (CC), water depletion (WD), particular matter (PM), acidification (Ac), and human health (HH), as well as associated external cost (EC), are reported per student in one school year as reference unit, allowing the schools’ individual performance comparison and identify the potential improvements. Considering the sample of schools, findings reveal that peculiarities of the schools, such as location, specialization, and level of education, are crucial for the environmental performance. Buildings are a relevant contributor to CC as well as heating and electricity needs, although their relevance is dependent on multiple factors. The M&T subsystem also has relevant weight on the metrics evaluated. Educational activities have a lower impact in absolute terms but, in some schools, it becomes the main contributor to HH due to paper and electricity consumption and manufacturing of equipment. External costs results are in the range of 11 to 38 EUR/student·year mainly caused by heating, electricity and wastes from the building subsystem, and the M&T subsystem.

Keywords: school environmental performance; student footprint; low-carbon economy; life cycle assessment; external costs (search for similar items in EconPapers)
JEL-codes: Q Q0 Q4 Q40 Q41 Q42 Q43 Q47 Q48 Q49 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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