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

Author

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  • Ana Rosa Gamarra

    (CIEMAT, Energy Systems Analysis Unit, Energy Department, Av. Complutense, 40, 28040 Madrid, Spain
    Universidad Politécnica De Madrid, C/José Gutiérrez Abascal, 2, 28006 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)

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.

Suggested Citation

  • Ana Rosa Gamarra & Carmen Lago & Israel Herrera-Orozco & Yolanda Lechón & Susana Marta Almeida & Joana Lage & Filipe Silva, 2021. "Low-Carbon Economy in Schools: Environmental Footprint and Associated Externalities of Five Schools in Southwestern Europe," Energies, MDPI, vol. 14(19), pages 1-20, September.
    • Handle: RePEc:gam:jeners:v:14:y:2021:i:19:p:6238-:d:647561
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    References listed on IDEAS

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    Cited by:

    1. Joana Lage & Ana d’Espiney & Nuno Canha & Vítor Manteigas & José Luís Alexandre & Karla Gonçalves & Ricardo Chacartegui & Jesus Lizana & Yolanda Lechón & Ana Rosa Gamarra & Amaia Fernandez & Patrice B, 2022. "Mobility Patterns of Scholar Communities in Southwestern European Countries," Sustainability, MDPI, vol. 14(24), pages 1-18, December.
    2. Vasiliki Pachta & Vasiliki Giourou, 2022. "Comparative Life Cycle Assessment of a Historic and a Modern School Building, Located in the City of Naoussa, Greece," Sustainability, MDPI, vol. 14(7), pages 1-16, April.

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