Linking the UN sustainable development goals to life cycle impact applied to a university campus

Abstract

Purpose The study aims to explore the relationship between the SDGs and the environmental and social impacts of university classes. It evaluates the potential contributions of different teaching models to the SDGs, providing insights into sustainable teaching systems. Findings In-person classes exhibited hotspots in transportation and energy consumption. Scenarios I and II, involving virtual and hybrid classes, increased eutrophication potential and water scarcity due to higher food consumption, negatively impacting SDGs. However, all scenarios showed positive contributions to SDGs 2, 3, 6, 9, 11, 12, 13, 14 and 15. Design/methodology/approach This research integrates Life Cycle Assessment (LCA) with the United Nations Sustainable Development Goals (SDGs) to assess the environmental and social impacts of classes at the Federal University of São Carlos, Sorocaba campus in Brazil. Three scenarios were analyzed: (I) virtual classes, (II) hybrid classes and (III) in-person classes with improved energy efficiency. Research limitations/implications The study primarily focuses on environmental and social impacts, excluding other factors like class quality. Integrating Life Cycle Costing and Life Cycle Sustainability Assessment could provide a more holistic evaluation in the future. Practical implications The methodology adopted offers valuable insights for managing the impacts of university performance and aligning teaching systems with the SDGs. It enables institutions to make informed decisions for sustainability in education. Social implications The research emphasizes the importance of considering social impacts alongside environmental ones when assessing sustainability in educational institutions. It encourages universities to engage stakeholders in sustainability efforts. Originality/value This research innovatively combines LCA and the SDGs in the context of university education providing a replicable methodology for evaluating and enhancing sustainability in teaching systems and from a more quantitative perspective.