CARBON FOOTPRINT MONITORING AND MITIGATION IN HIGHER EDUCATION: A META-ANALYSIS REVIEW

Abdelbasier, A. Maher.; Kamel, Moataz M.; Donia, Noha S.; Nawar, H. A.

doi:10.21608/jes.2022.295030

	CARBON FOOTPRINT MONITORING AND MITIGATION IN HIGHER EDUCATION: A META-ANALYSIS REVIEW
Journal of Environmental Science
Volume 51, Issue 11, November 2022, Page 1-31 PDF (590.95 K)
Document Type: Review Article
DOI: 10.21608/jes.2022.295030
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Authors
A. Maher. Abdelbasier¹; Moataz M. Kamel²; Noha S. Donia¹; H. A. Nawar³
¹Environmental Engineering Department, Faculty of Graduate Studies and Environmental Research, Ain Shams University, Egypt
²Postgraduate student at Environmental Engineering Department, Faculty of Graduate Studies and Environmental Research, Ain Shams University, Egypt
³Environmental Basic Sciences Department, Faculty of Graduate Studies and Environmental Research, Ain Shams University, Egypt
Abstract
This review article looks at past research on monitoring and reducing the carbon footprint (CFP). A meta-analysis approach was used to review different methods. The scope of the work was concentrated on the available published data for different campus locations: the BITS Pilani campus (in India), the AUS campus in Sharjah (in the UAE), King’s College London (in the UK), and St. Edward’s University (in the USA). Clemson University, USA Electricity consumption contributes a significant percentage of the CFP, with the AUS campus consuming 58,773 MWh of electricity annually, equivalent to 61% of the total emissions. At Clemson University, emissions from electricity generation were 38,718 MTCO₂eq, and on the BITS Pilani campus, 16,500 MTCO₂eq. This indicates that electricity consumption has improved greatly when it comes to decreasing CFP. The findings indicate that while some progress has been made, there is still much room for improvement. The paper highlights the limitations and challenges of existing methods and provides valuable insights and recommendations for future research. The review serves as a resource for educators, researchers, and policymakers. The calculation methodology states that for educational buildings, the second section has the maximum CFP value, while electrical and water consumption are the main contributors. Keywords: Carbon Footprint, Educational Facilities, Climate Impact.
Keywords
Keywords: Carbon Footprint; Educational Facilities; Climate Impact


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