Gabriela Giusti, Antonio Carlos Farrapo Júnior, Daiane Vitória Silva, Diogo A.L. Silva
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However, all scenarios showed positive contributions to SDGs 2, 3, 6, 9, 11, 12, 13, 14 and 15.\n\nDesign/methodology/approach\nThis 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.\n\nResearch limitations/implications\nThe 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.\n\nPractical implications\nThe methodology adopted offers valuable insights for managing the impacts of university performance and aligning teaching systems with the SDGs. 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引用次数: 0
摘要
目的 本研究旨在探讨可持续发展目标与大学课堂的环境和社会影响之间的关系。它评估了不同教学模式对可持续发展目标的潜在贡献,为可持续教学系统提供了见解。情景 I 和情景 II 涉及虚拟课堂和混合课堂,由于食物消耗量增加,富营养化和水资源短缺的可能性也增加了,从而对可持续发展目标产生了负面影响。然而,所有情景都对可持续发展目标 2、3、6、9、11、12、13、14 和 15 做出了积极贡献。本研究将生命周期评估(LCA)与联合国可持续发展目标(SDGs)相结合,评估了巴西圣卡洛斯联邦大学索罗卡巴校区课堂对环境和社会的影响。分析了三种情况:(I) 虚拟课堂;(II) 混合课堂;(III) 提高能源效率的面对面课堂。所采用的方法为管理大学绩效的影响和根据可持续发展目标调整教学系统提供了宝贵的见解。社会影响这项研究强调,在评估教育机构的可持续性时,在考虑环境影响的同时,也要考虑社会影响。原创性/价值这项研究创新性地将生命周期评估(LCA)和可持续发展目标(SDGs)结合到大学教育中,为从更量化的角度评估和提高教学系统的可持续性提供了一种可复制的方法。
Linking the UN sustainable development goals to life cycle impact applied to a university campus
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.
期刊介绍:
The aim of International Journal of Sustainability in Higher Education is to provide up-to-date information on new developments and trends on sustainability in a higher education context, and to catalyse networking and information exchange on sustainable development as a whole, and on the SDGs in particular, on a global basis. Authors are invited to submit papers from the following areas: Environmental management systems, Sustainable development, Sustainable Development Goals, Curricular innovation, Campus greening, Operational aspects of universities, Energy, water, recycling, waste management, Planning and design of campuses, Environmental reports, Environmental policies and action plans, Staff and student initiatives. Other themes associated to the above or emerging topics will also be considered