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This study focuses on predicting PM2.5 levels at the University of Petroșani by employing advanced machine-learning techniques to analyze a dataset that encapsulates a wide array of air pollutants and meteorological factors. Utilizing data from Internet of Things (IoT) sensors and established environmental monitoring stations, the research leverages Random Forest, Gradient Boosting Machines, and Support Vector Regression models to forecast air quality, emphasizing the complex interplay between various pollutants. The models demonstrate varying degrees of accuracy, with the Random Forest model achieving the highest predictive power, indicated by an R2 score of 0.82764. Our findings highlight the significant impact of specific pollutants such as NO, NO2, and CO on PM2.5 levels, suggesting targeted mitigation strategies could enhance local air quality. Additionally, the study explores the role of temporal dynamics in pollution trends, employing time-series analysis to further refine the predictive accuracy. This research contributes to the field of environmental science by providing a nuanced understanding of air-quality fluctuations in a university setting and offering a replicable model for similar environments seeking to reduce airborne pollutants and protect public health. [ABSTRACT FROM AUTHOR]

A sustainable university campus should accommodate students to experience positive emotions, which can be evoked by sustainable landscape with green and blue spaces (GBS). This effect is location-dependent because local vegetative type is climate-determinative, but evidence is not sufficient for sentiments of people experiencing campus landscapes. Forty-seven university campuses were selected along a latitudinal gradient in mainland China, and 100 subjects were chosen per campus (50 indoor and 50 outdoor). Photos of the subjects’ faces on Sina Weibo were collected. Facial expressions were assigned happy, sad, and neutral scores (n = 4,334). The average temperature (AveT) and blue space area (BlueA) showed negative relationships with latitude, thereby generating neutral emotion scores for subjects at indoor and outdoor locations. The ratio of green space area to host campus was the only landscape metric that depressed the presentation of happiness and enhanced sadness levels. Large water bodies should be built on campuses to induce calmness, and a high ratio of green spaces should be avoided. Mapping results show that campuses in eastern regions (Beijing and Liaoning) tend to elicit positive sentiments more frequently.

Abstract Purpose The present study was conducted at the female campus of the United Arab Emirates University (UAEU), with a specific emphasis on the outside environment. This study aims to explore the influence of external conditions, including AC (AC), Time of Day (TD) variations, and Landscape Sites (LS) differences, on changes in physiological temperatures. Specifically, the focus is on understanding the dynamics of skin and abaya temperature (AT) when exposed to transient thermal environments, considering factors such as AC, LS, and different TD. By investigating these parameters, the research aims to gain insights into the thermal dynamics experienced by female students at the UAEU campus which can further lead to evaluate the thermal comfort (TC). Design/methodology/approach The study involved three college-aged female participants simulating a daily walk to class on a arid tropical university campus. Real-time thermal measures were captured at 10-min intervals using the FLIR Thermal Camera. Statistical analyses, including the Kruskal–Wallis test and Don Bonferroni pairwise comparisons, were employed to assess significant differences in thermal conditions based on AC, TD, and LS. These tests rigorously analyzed the data to identify statistically significant variations in thermal conditions among the specified factors. Additionally, temperature data from the ECMWF ERA5 dataset, covering global climate from January 1940 to the present, was utilized. The GRADS application on a Linux-based system was used for data visualization and map chart creation. Findings The study reveals a slight influence of AC on both Abaya temperatures (AT) and Skin temperatures (ST) during the summer, with more pronounced diurnal changes in the afternoon significantly affecting both metrics. Site characteristics minimally impact AT, but they have a noteworthy effect on ST. In the spring season, AT and ST remain unaffected by AC, while temporal fluctuations, particularly in the afternoon, exert a significant influence. LS variations show statistically insignificant impacts on both AT and ST. Additionally, temperature maps for specific 2023 dates provide distinctive trends in the UAE, offering insights into dynamic climatic conditions varying by season and TD. Originality/value The study aims to address a knowledge gap by investigating the influence of AC, TD, and LS variations on physiological temperature change, specifically focusing on skin and AT. This investigation is conducted in the context of individuals exposed to thermal environmental factors within a arid tropical university campus setting. Practical implications This research contributes to the existing knowledge by providing specific data on thermal conditions within the campus, enabling informed decision-making for creating a more comfortable and conducive environment for the students, thereby contributing to the goal of a sustainable campus.

With the development of sustainable cities, densely populated higher education institutions increasingly emphasize the sustainability of campuses and their impact on the environment. However, there is a lack of means to quantify emission reduction measures. This study aims to propose an evaluation framework that can quantify energy conservation and emission reduction measures and incentive policies. To this end, this study adopts a mixed methods approach, using questionnaires to assess the effectiveness of management and communication interventions and the impact of incentives on residents' willingness to participate in emission reduction efforts. The survey results show that although the support for the intervention measures is slightly higher than the average, specific measures such as adjusting dormitory lights-out time and providing sports equipment show superior emission reduction potential. Universities could reduce carbon emissions by about 560 tons per year without incentives and just using interventions. However, when incentives and interventions are combined, the university's annual emissions reductions are expected to increase to 800 to 1045 tons. Research also highlights the importance of understanding the relationship between occupant behavior, energy consumption, and building carbon emissions. By quantifying the impact of carbon reduction measures and incentives on the daily behaviors of residents, universities can more effectively implement sustainable campus strategies. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs). Design/methodology/approach: A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE). Findings: The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed. Originality/value: The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to identify a sustainable university's key features. It is an essential step in tracing the topics discussed in the context of a sustainable university and their evolution in the scientific discourse. Design/methodology/approach: This paper relies on a systematic literature review (SLR) conducted using two scholarly databases: Emerald and Scopus. The timeframe selected by the authors for reviewing the available sources spans from 2001 to 2021. Findings: The analysis distinguished seven sustainable university categories, each revealing critical features of sustainable higher education. Each of these categories represents an intriguing area for in-depth analysis. The SLR reveals gaps requiring further scientific exploration. Research limitations/implications: The performed literature review was determined by the choice of entries (keywords) to identify the scientific papers in the selected databases. Moreover, as the authors aimed to focus on peer-reviewed sources, this SLR did not include books and doctoral dissertations dealing with the studied issues. Practical implications: The results of the analysis can be used practically by both researchers and practitioners in the field of sustainable development (SD). Identified scientific gaps become a potential research field, and practitioners interested in the transition toward SD may contribute by accompanying universities in this journey. Collaboration and networking with business stakeholders are critical vectors for spreading the idea of SD. Social implications: Society's growing concern for climate change requires accurate and specific actions from institutions. As entities educating future generations, universities have a unique role in transforming toward SD. The findings allow us to get acquainted with the existing main activities undertaken by higher education institutions in this field and understand the importance of this topic for researchers. Originality/value: SLR is a cornerstone of research synthesis and helps integrate scientific evidence from qualitative and quantitative published studies. Conducted research presents knowledge about university sustainability and can help scientists find research gaps. [ABSTRACT FROM AUTHOR]

Nearby natural environments on campus grounds have become imperative in enhancing sustainable academic experiences by facilitating sustainable social learning. However, tropical region campuses prioritise traditional education while neglecting sustainable social learning. Therefore, the purpose of this study was to facilitate the use of nearby sustainable pocket settings on campus grounds to enhance social learning experiences. The present study aimed to identify factors affecting social learning experiences in nearby (sustainable) pocket spaces on tropical campuses. It utilised a verbal questionnaire survey conducted in three research universities in Malaysia to investigate the factors affecting 408 respondents in nearby (sustainable) pockets. The respondents were selected using stratified judgemental sampling. This study's findings revealed that many influencing factors predicted the social learning experience in tropical universities' nearby pockets, which were arranged into four domain factors: elements and activities, natural environment factors, perceived environment factors, and social factors. This provided a proven correlation between the lack of social learning in nearby pockets and the factors of these sustainable settings. The findings also showed that students' demographic factors, including education status and university affiliation, influenced their social learning experience. The present study significantly linked education to sustainability by integrating social learning into nearby sustainable pocket settings. [ABSTRACT FROM AUTHOR]

There has been a notable absence of procurement emissions in university GHG inventories, which act to inform universities of possible decarbonization pathways only partially. Guided by a methodological trade-offs consensus document presented by a consortium of Danish universities, this study estimates the 2021 emissions of Aarhus University, including procurement. Utilizing a hybrid approach of process- and spend-based methods the results contribute to a trend of hybrid university assessments. Procurement-related emissions (39,692 tCO2e) were estimated using accounting data and EXIOBASE, a multi-regional environmentally extended input-output (MREEIO) model, with all other emissions estimated using physical data and governmental sources (20,273 tCO2e). EXIOBASE draws on a combination of consequential and attributional life cycle assessment, therefore the results are reported separately to maintain the distinctions between methodologies. The accounting data is not optimally matched with EXIOBASE's categories, yet the comprehensive nature of the method increased the university's awareness of procurement emissions and presented initial decarbonization routes, along with recommendations for better data quality. Further research is necessary to enable informed decisions towards decarbonization and to allow seamless incorporation of supplier-specific emissions data, which requires greater interdepartmental collaboration to elevate data resolution, and a data ontology that preserves both supplier transparency and proprietary information. [ABSTRACT FROM AUTHOR]

AbstractThere has been a notable absence of procurement emissions in university GHG inventories, which act to inform universities of possible decarbonization pathways only partially. Guided by a methodological trade-offs consensus document presented by a consortium of Danish universities, this study estimates the 2021 emissions of Aarhus University, including procurement. Utilizing a hybrid approach of process- and spend-based methods the results contribute to a trend of hybrid university assessments. Procurement-related emissions (39,692 tCO2e) were estimated using accounting data and EXIOBASE, a multi-regional environmentally extended input-output (MREEIO) model, with all other emissions estimated using physical data and governmental sources (20,273 tCO2e). EXIOBASE draws on a combination of consequential and attributional life cycle assessment, therefore the results are reported separately to maintain the distinctions between methodologies. The accounting data is not optimally matched with EXIOBASE’s categories, yet the comprehensive nature of the method increased the university’s awareness of procurement emissions and presented initial decarbonization routes, along with recommendations for better data quality. Further research is necessary to enable informed decisions towards decarbonization and to allow seamless incorporation of supplier-specific emissions data, which requires greater interdepartmental collaboration to elevate data resolution, and a data ontology that preserves both supplier transparency and proprietary information.

With the development of sustainable cities, densely populated higher education institutions increasingly emphasize the sustainability of campuses and their impact on the environment. However, there is a lack of means to quantify emission reduction measures. This study aims to propose an evaluation framework that can quantify energy conservation and emission reduction measures and incentive policies. To this end, this study adopts a mixed methods approach, using questionnaires to assess the effectiveness of management and communication interventions and the impact of incentives on residents’ willingness to participate in emission reduction efforts. The survey results show that although the support for the intervention measures is slightly higher than the average, specific measures such as adjusting dormitory lights-out time and providing sports equipment show superior emission reduction potential. Universities could reduce carbon emissions by about 560 tons per year without incentives and just using interventions. However, when incentives and interventions are combined, the university’s annual emissions reductions are expected to increase to 800 to 1045 tons. Research also highlights the importance of understanding the relationship between occupant behavior, energy consumption, and building carbon emissions. By quantifying the impact of carbon reduction measures and incentives on the daily behaviors of residents, universities can more effectively implement sustainable campus strategies.

This study aims to investigate the sustainable campus criteria, the variations made or require to be done to become an ecologically sustainable campus. In this context, the major goal of the research is assessing the sustainable campus design principles and indicators, setting the targets and deciding the precedencies with the Fuzzy Multi-Criteria Decision-Making methods (MCDM) for the sustainable campus design at Istanbul Gelisim University. In this study, model-based methods have been used to evaluate the sustainable campus performance of universities. In this respect, the study differs from other studies in the literature. Another difference of this study is that three different Fuzzy Multi-Criteria Decision-Making methods has been used, these methods are Fuzzy-AHP, Fuzzy-TOPSIS and Fuzzy-ELECTRE. All three have different inference mechanisms. A common solution has been obtained by using the results of these three different Fuzzy-MCDM methods as hybrid dominance and superiority criteria. Here, the Copeland method, which takes the superiority criterion as a reference, has been used in the options where we could not provide the dominance criterion. At the end of this study, a recommendation report has been prepared according to these results. [ABSTRACT FROM AUTHOR]

This study aims to investigate the sustainable campus criteria, the variations made or require to be done to become an ecologically sustainable campus. In this context, the major goal of the research is assessing the sustainable campus design principles and indicators, setting the targets and deciding the precedencies with the Fuzzy Multi-Criteria Decision-Making methods (MCDM) for the sustainable campus design at Istanbul Gelisim University. In this study, model-based methods have been used to evaluate the sustainable campus performance of universities. In this respect, the study differs from other studies in the literature. Another difference of this study is that three different Fuzzy Multi-Criteria Decision-Making methods has been used, these methods are Fuzzy-AHP, Fuzzy-TOPSIS and Fuzzy-ELECTRE. All three have different inference mechanisms. A common solution has been obtained by using the results of these three different Fuzzy-MCDM methods as hybrid dominance and superiority criteria. Here, the Copeland method, which takes the superiority criterion as a reference, has been used in the options where we could not provide the dominance criterion. At the end of this study, a recommendation report has been prepared according to these results. [ABSTRACT FROM AUTHOR]

Supported by a literature review, the present article looks to address the issue of sustainability in the modernization of higher education. Education for sustainability and the encouragement of a sustainable lifestyle are increasingly present in the academic and professional training of individuals. Progressively more responsible for the environment in which they operate, individuals, in order to preserve their quality of life and, above all, ensure quality of life for future generations, begin to assume new behaviors, such as the rationalization of energy and water consumption, reducing the use of paper, recycling products, and eliminating the use of plastics, among other behavioral changes. In this context, considering higher education institutions as a vital source for the development of sustainability and, consequently, a key lever in the definition and implementation of strategies conducive to sustainable development, it is through the teaching, training, research, and development carried out by them that these behavioral changes occur. Aware of this issue's relevance, the present article, consisting of a critical review of the literature, seeks to answer a set of questions, such as "What role do academic managers, teachers and students assume in the search for sustainability?"; "What measures/actions have been developed by the HEIs in terms of curricula reform and the promotion of a sustainable campus?"; "What sustainability metrics are used in higher education?". Giving particular emphasis to some studies about sustainability in different HEIs, the results of the research allow us to conclude that education for sustainability is seen as a tool of crucial importance in the current decade of the 21st century. [ABSTRACT FROM AUTHOR]

In recent years, sustainability issues have been widely recognized by various sectors worldwide; therefore, this concept should be extensively integrated into university education. This study takes the integration of the Sustainable Development Goals (SDGs) and architectural design courses as an example to provide possibilities for the reuse of discarded concrete on campus, seeking opportunities to fulfill sustainable development on campus. Results showed that: (1) The course planning, operation, communication, SDG integration, and overall satisfaction were all well-received by the students. (2) By integrating the SDGs into the architecture design course and inter-school exchange activities, students quickly gained a better understanding of the SDGs and were able to contribute to promoting a sustainable campus. (3) The guidance provided by the teacher is crucial. To focus on the discussion topics, it is recommended to concentrate on one or two topics at a time to have in-depth discussions. (4) It is better to operate the course at a real site to allow students to experience and address real issues. In this case, the proposed solutions can have close ties with the environment of the site to truly embody the spirit of the SDGs. [ABSTRACT FROM AUTHOR]

Introduction. A typical practice of the world's leading countries is the transformation of higher education institutions into agents of change in society. In the XXI century, these changes are primarily focused on various aspects of sustainable development of the country and its regions. Currently, it is the universities, together with NGOs, that have the greatest impact on the achievement of the Sustainable Development Goals proclaimed by the UN for 2015. The purpose of the research is to analyse the global experience of sustainable development in higher education institutions (HEIs). Methodology. This study used the cognitive method of analysis. In order to obtain the most objective research results, the authors studied the universities included in the international Times Higher Education Impact Rankings. The study covered universities from all over the world that were included in the top 50 of the rating. The results of the analysis are systematised according to geography (the article includes several sections characterising the sustainable development of universities in Europe, the United States, Canada and Australia). Results. Higher education institutions are now expected to become leaders in sustainable change in the country, economy and society. The world's leading universities are demonstrating how to progressively transform their activities in line with sustainable principles. They are investing heavily in the implementation of the latest technologies for energy saving, water conservation, campus landscaping and waste recycling. Since they have access to areas where the natural complex is preserved, universities are trying to support these areas and create favourable conditions for using them as living laboratories in educational and research processes. Universities offer sustainable development and lifestyles as part of their educational activities (public lectures, expert workshops, specialised short-term online training, etc.). Universities influence the achievement of the Sustainable Development Goals through their educational and research (inventive) activities. The world's leading universities are keen to promote the concept of sustainable development: they share events held, projects and initiatives undertaken and goals achieved widely on their official websites and social networks. Conclusion. The main directions of sustainable development in higher education institutions are 1) sustainable development of the campus (carbon neutrality, rational consumption, energy efficiency, waste recycling, optimisation of drinking water consumption, green transport, food safety for students); 2) sustainable educational programmes and courses (a sustainable component in students' bachelor and master theses); 3) sustainable research (innovative technologies against climate change, water conservation, energy saving, etc.); 4) management (internal regulatory documents on sustainable development, specialised sustainability centres to promote and support sustainable initiatives). Long-term partnership with stakeholders (entrepreneurs, local authorities and students as agents of future sustainable change) plays an important role in ensuring sustainability. The sustainable development strategy of a modern higher education institution should be based on the principles of complexity and coherence, which will not allow sustainability measures and initiatives to be fragmented and asynchronous. Areas for further research include building a theoretical and methodological framework for the development of an integrated ecosystem of sustainable development of universities.

Experiments are deemed not only useful, but necessary in sustainability transformation to enhance local decision-making. This is especially apparent in Finland where national government programmes and city administrations promote sustainability experimentation and bottom-up initiatives in the interest of equitable participation. At the same time, universities are expected to respond to societal calls for major infrastructural transformations, while neoliberal principles shift responsibility from authorities to individual citizens. This paper examines the case of a student-driven sustainable campus initiative called "Test Site" in a university committed formally to sustainability education. The students questioned whether sustainability should be taught in air-conditioned classrooms, what topics were socially just and worth pursuing, and rather sought material engagement, creative exploration and autonomy. Invested faculty members were dependent on demonstrations and proof of impact, or at least convincing visuals, to sustain the initiative. The outcome of experimenting most valued by the students however was the material-based social learning on how to self-organise. The meaning of such "minor" experiments thus becomes muddled, involving local, situated power dynamics among university management, faculty and students and what is regarded as useful space and activity for learning. The case illustrates how an experimental site partly removed from university constraints rendered explorations of self-organising participants as valuable yet depended on visible proofs to justify this very exploration as worthwhile. Even within a neoliberal and highly hierarchical governance structure, some participants are able to make small gains to pursue socially just solutions. [ABSTRACT FROM AUTHOR]

Nature provides a free lunch, but only if we control our appetites. As we are in the twenty-first century, modernization and industrialization are the two important outputs that have made human life more luxurious and comfortable. Simultaneously, they are responsible for several uses of exploitation of forests, natural resources, and wildlife, polluting the scarce, producing massive solid waste and sacred water resources, and finally making our planet Earth ugly and inhospitable. Today, people are getting more familiar with global issues like global warming, the greenhouse effect, ozone depletion, climate change, etc. Now, it is considered a final call by Mother Earth to walk on the path of sustainable development. The time has come to wake up, unite and combat together for a sustainable environment. The present study focuses on the concept of green audit and its importance with respect to the conservation of nature for future generations. Every organization should have its own green campus and environment policy with respect to nature conservation and environmental protection and should maintain a sizable amount of green cover area after building construction along with natural and planted vegetation. A maximum number of more oxygen-producing and carbon-di-oxide-absorbing plants should be maintained to provide a pure atmosphere to the stakeholders. The installation of a rainwater harvesting system, percolation, ponds, check dam, and drip irrigation system to conserve rainwater and groundwater should be noteworthy on the campus. [ABSTRACT FROM AUTHOR]

A sustainable building is that building in which there are many applications and practices that take into account environmental considerations in all or some stages of construction, starting from design, then implementation, to operation and maintenance, in addition to achieving energy efficiency, resource and water use, As well as the quality of the internal life of the building, and the impact of all this on the surrounding environment. Likewise, the university campus, whose sustainability is achieved by applying best practices inside and outside it as well, began with the design of the university's buildings, including various environmental elements, through joint work and coordination between the various colleges of the university, and the effective organization between the administrative and executive departments to achieve this, and ended with the effective participation of the university in its various departments With the local community, and the world as well.Therefore, a sustainable campus must have many applications for reducing internal global warming rates, saving energy, rationalizing water consumption, fuel, costs, and other applications that over time will improve the public health of users, and this will in turn be reflected in the quality of the process. Educational and other activities related to this, in addition to the positive effects that this will have in the future on the performance and behavior of students, and all workers on campus.By reviewing previous studies, it was found that there are three main axes that a sustainable university must apply and develop continuously, these axes include both the administrative axis of the university, the axis of sustainable participation of the university internally or externally, in addition to the environmental axis related to the study of architectural applications implemented inside the campus. Therefore, the main objective of this research is to study the three axes of educational sustainability, discuss all the points related to them within the university campus, and present what has been achieved in one of the Saudi universities (Qassim University - Al-Mulida headquarters) for examination, verification, and comparison in order to know the strengths Weakness, and then access to the best corrective practices that must be taken for better performance and efficiency. And coming up at the end of the research with a set of findings and recommendations that must be followed to improve the environmental performance of the university to become a more positive and environmentally friendly campus in the near future.

A hall of residence with low energy performance was subjected to an extensive retrofitting program due to its high energy consumption, to enhance the building's energy efficiency and reduce its energy costs and greenhouse gas emissions. The retrofitting program included the integration of a solar photovoltaic (PV) system installed on the building's flat roof, among other factors. Nevertheless, the electricity supply provided by the system during the daytime proved insufficient to cover the building's energy demand. Based on this, a study was implemented to analyze the contribution of the electricity produced by the solar PV system throughout the year to reduce power consumption under distinct solar radiation conditions, and to define a strategy to optimize renewable energy use by drawing up a set of organizational measures to be implemented to manage the PV solar system energy strategically. The strategic measures are mainly related to selecting the residence tasks with higher energy consumption to fit into higher PV energy production periods. Additionally, it is fundamental to raise the residence's occupants' education and awareness of energy efficiency, optimize the excess PV energy produced in specific periods by converting it into other energy forms, and install complementary storage systems for surplus production. [ABSTRACT FROM AUTHOR]

Singapore intends to become a "Smart Nation" through the use of smarter technologies and sustainable means to enhance the quality of life of its inhabitants. Universities are also increasingly seen as places of innovation of new smart and sustainable technologies, provincializing ideas and debates; serving as a testbed for local experimentation. Hence, to determine the status of developing Singapore universities as smart and sustainable campuses, this paper first discusses the role of Singapore's Smart Nation initiative in relation to the development of smart and sustainable universities in Singapore. In particular, NTU's development as a smart and sustainable campus. Secondly, a conceptual framework is developed to assess NTU as a smart and sustainable campus by understanding the prevailing dimensions of the smart city discourse. Through a detailed survey and ethnographic field study method conducted on NTU Campus, the study finds that the university has been rapidly deploying smart technologies to enhance students' learning environment and university residents' everyday quality of living through technology and sustainability initiatives. This paper contributes meaningfully to the development of smart campuses worldwide and brings an Asian university perspective to the existing research on smart and sustainable campuses. [ABSTRACT FROM AUTHOR]

Abstract The aim of this article is to describe a novel ICT-centred methodology and software toolchain to enhance the management of a Smart Campus. The project will be implemented at the University of Campinas through a partnership between UNICAMP, CPFL (local Utility Distribution Company) and the University of Southern Denmark. This project was recently submitted to a strategic and priority call from the Brazilian Regulatory Agency (National Electric Energy Agency – ANEEL, acronym in Portuguese). The project integrates energy efficiency with research and development in distributed generation with an innovative IoT-based DMS energy management tool. These actions comply with the ISCN/GULF Sustainable Campus Chapter policies, signed by UNICAMP a few years ago. This paper is important because it will result in a replicable model for sustainable campuses, with a detailed step-by-step procedure covering local mini-grid EMS, IoT DMS, Mobility, real-time retrofitted efficiency and institutional energy governance.

Universities play an important role in the search for a sustainable environment. The challenge for universities is to outline models of a sustainable society and show their benefits, seeking the engagement of all. In this opportunity, the University of Campinas (UNICAMP), with support from CPFL Brazil (Local Electricity Distributor), created a project called "Sustainable Campus" in August 2017. The Sustainable Campus project encompasses several sub-projects which aim to enhance the sustainability of the university. Among the subprojects (SP) of Sustainable Campus, the subproject photovoltaic (PV) was designed to follow up on the construction and operation of 6 PV power plants gathering a power equivalent of 535.26 kWp. In this way, this work explores the initiatives of the Sustainable Campus project with a focus on PV plants. Thus, it is possible to validate the simulations carried out with the PV plants and verify the impact of the system on the university. For this, the simulator data were compared with the measurement of the PV plants. Assembling the information, it was possible to verify different behaviours in PV plants in a range of 5 km. Quantitatively, for a year of data collected, an actual energy generation of 784.29 MWh was observed, while the simulated result showed a total of 759.04 MWh. PV generation resulted in 1.13% of the energy consumed by the university due to the large size of the campus. Furthermore, as UNICAMP is a consumer that is in the free energy market model, the analysis of a possible financial return is presented. With an estimated payback of 7.65 years considering the average cost of R$ 4.64/Wp, which makes the system viable. Finally, the success of this project aims to bias other universities to deploy renewable energy sources, contributing to sustainable development and scaling the initiative to other sectors. [ABSTRACT FROM AUTHOR]

Urban trees in lawns and along streets are anthropogenically constructed systems, in that these tree communities are formed by human planting and removal actions. Tree mortality studies are essential to understanding the temporal dynamism of urban forests, and in particular, it is critical to incorporate institutional records and human decision-making regarding tree removals. In this study, we investigated tree removals on a highly urbanized college campus in Philadelphia, Pennsylvania (US) by analyzing field inventories and institutional records, and by considering firsthand accounts of the University Landscape Architect. The annual mortality rate was 4.3%, higher than typical for comparable studies, which we attribute to construction pressure and proactive management to promptly remove unhealthy trees and manage risk. Capital projects and other construction caused 48.5% of all removals, other human land use decisions caused 2.0%, and tree health decline and risk management collectively accounted for 48.7%. The number of removed trees exactly equaled the number of new trees, and the campus has high taxonomic diversity, reflecting the extensive oversight by university tree and landscape professionals regarding tree removal and planting decisions. This study demonstrates the value of mixed-methods and transdisciplinary research to understand how urban forests change over time. [ABSTRACT FROM AUTHOR]

In recent years, sustainability issues have been widely recognized by various sectors worldwide; therefore, this concept should be extensively integrated into university education. This study takes the integration of the Sustainable Development Goals (SDGs) and architectural design courses as an example to provide possibilities for the reuse of discarded concrete on campus, seeking opportunities to fulfill sustainable development on campus. Results showed that: (1) The course planning, operation, communication, SDG integration, and overall satisfaction were all well-received by the students. (2) By integrating the SDGs into the architecture design course and inter-school exchange activities, students quickly gained a better understanding of the SDGs and were able to contribute to promoting a sustainable campus. (3) The guidance provided by the teacher is crucial. To focus on the discussion topics, it is recommended to concentrate on one or two topics at a time to have in-depth discussions. (4) It is better to operate the course at a real site to allow students to experience and address real issues. In this case, the proposed solutions can have close ties with the environment of the site to truly embody the spirit of the SDGs.

Numerous classrooms at the University of Warmia and Mazury in Olsztyn, built in the years 1960–1980, require deep modernization to implement the idea of the green university there. The paper presents an energy analysis of possible scenarios of modernization of a selected lecture hall and an indication of the optimal variant in terms of the user's thermal comfort. The conditions of the room were experimentally measured. Authors compared the energy effects of typical thermorenovation activities, such as increased thermal resistance of external walls (reduction of the primary energy (EP) demand by about 45%), with more advanced measures, such as replacement of natural ventilation with mechanical with heat recovery (indicated in the course of numerical studies as necessary for health and comfort of users). The authors also compared the effectiveness of the heat network and individual sources that could be implemented in the building. The heat pump, in combination with photovoltaic panels, turned out to be optimal (reduction of the EP by 97%, utility energy by 69%). As the problem of modernizing facilities to a similar standard is also faced by many campuses, school facilities, and assembly rooms in Central and Eastern Europe, the presented results can be a reference point for similar activities in other locations. [ABSTRACT FROM AUTHOR]

With the advancement of human science and technology, the continuous increase in the construction and functional improvement of campus buildings and school teaching infrastructure cannot avoid adverse impacts on the overall environment. Therefore, sustainability assessments of buildings are indispensable for the sustainable development of the surrounding region. The main goal of the sustainable design of campus buildings is to reduce the depletion of key resources, such as water and energy, as well as to lower carbon emissions; this, in turn, creates a safe and effective campus environment. Comprehensive assessments of campus buildings have become critical to achieving national and regional sustainability. Therefore, this study compiles a set of building construction indicators suitable for a framework for high school campus architecture and ecological development in Taiwan, conforms these indicators to climatic characteristics, and considers an evaluation model for sustainable building concepts. This research uses the Fuzzy Delphi Method (FDM) and the Fuzzy Analysis Hierarchical Procedure Method (FAHP) to gather data using expert questionnaires. We examine three relevant factors: (1) the main factor, campus space architecture, is the most important measure of sustainable buildings; (2) the second factor is the campus ecological environment; (3) the third measure of the sustainable campus buildings is a healthy environment. The top 20 elements of the sustainable campus building evaluation index were obtained through FAHP analysis, with an overall cumulative weight value of 81.06%. This research may provide a resource allocation reference for government bodies or the construction industry, assisting them in building sustainable buildings in the future. [ABSTRACT FROM AUTHOR]

Higher education institutions' contributions to environmental conservation are manifested in their commitments to develop Sustainable Campuses. Numerous studies have investigated higher education institutions' efforts to create Sustainable Campuses. Many studies on Sustainable Campuses have been completed partially. The analysis is carried out on the basis of practices at various campuses around the world. However, a thorough analysis of Sustainable Campuses has so far not been carried out. This is evidenced by the lack of publications on journal database portals related to Sustainable Campuses which are carried out in a systematic literature review. To address this gap, this study provides a systematic and comprehensive review of the literature on Sustainable Campuses. The purpose of this article is to identify various dimensions of implementing Sustainable Campuses from various countries. We use the qualitative systematic review method with the meta-aggregation approach in this study. The results of this study indicate that Sustainable Campus development activities are classified into three aspects such as behavioral, learning and educational tools, and physical facilities. Further, each dimension has several strategies and programs and actions performed by global higher education institutions. The results are also expected to be a motivator and reference for campuses to contribute to environmental conservation through Sustainable Campus programs. The various dimensions of a Sustainable Campus that are mapped out in this research can be used as a reference for realizing a Sustainable Campus for every university campus in various countries. [ABSTRACT FROM AUTHOR]

The bicycle is a forgotten and neglected mode of transport even though it offers numerous individual, social, and environmental benefits over motorised transport. This research seeks to determine the factors influencing students to use bicycles for commuting and focuses on the strategies that encourage bicycling in a university setting. This study proposes the novel model framework by adopting Ajzen's theory of planned behaviour. We modified the theory of planned behaviour by adding two new constructs, perceived barriers and habit. The respondents in this study are 422 students from Universiti Kebangsaan Malaysia in Selangor, Malaysia. The structural equation model in this study showed that the main attitudinal constructs, namely attitudes, subjective norms and perceived behavioural control, have a significant positive and direct influence on the students' willingness to cycle. In addition, the perceived barriers have a profound negative and indirect impact on behaviour intention through attitude, perceived behavioural control and habit. The perceived barriers did not have a significant influence on the subjective norms. However, habit has a profound positive and direct effect on three main attitudinal constructs (attitude, subjective norms and perceived behavioural control). This element could indirectly influence the behaviour intention of cycling in a university setting. Finally, this study has identified the physical, educational and economic policies for promoting bicycle use on university setting. It also contributes beneficial information that authorities, policymakers, planners and researchers could use to formulate effective strategies for increasing bicycle use on university setting and promote green and sustainable university settings. [ABSTRACT FROM AUTHOR]

This paper reviews literature to understand the field of Campus Design and the factors impacting campus design in universities. Literature Review shows that most literature in the field of Campus Design has been authored by practising professionals and the attempt at academic research is relatively new in the field. This leads to a few often-quoted literature sources both in the global and the Indian scenario. Research into the aspect of physical planning of a campus and the quality of space as attributes to achieving effective teaching-learning and university objectives is only recently being considered. Most literature available is case-study based. Campus design parameters that help achieve university objectives need to be identified at the master plan level. Most researches, study campuses with a microscopic view of learning spaces, space comfort etc. Gross design issues which impact teaching-learning-research in Universities and provide a wholesome experience to largest user group, the student community, needs research. The new challenges faced by Indian university campuses, like the incumbent New Education Policy 2020 and situations like a global pandemic, which may affect campus design have been identified as parameters to study and consider when proposing campus design guidelines. [ABSTRACT FROM AUTHOR]

A large waste management system becomes inevitable for a campus due to its population and various activities. Therefore, developing and implementing a waste minimization plan to encourage sustainable campus practices is challenging. Universitas Muhammadiyah Yogyakarta (UMY), with its nickname as a green campus, certainly has more attention to a sustainable ecological balance, as proved by UMY’s inclusion in the UI Green Metric World University Ranking, focusing on energy use, water use, waste treatment, transportation, and infrastructure. In 2020, UMY won 137th place after competing with 912 universities in 85 countries. This paper would like to analyze the stakeholder’s engagement in waste management systems to achieve a sustainable campus, choosing UMY as a single case study. This study utilized a qualitative research method with a case study design. Data were gathered through an in-depth-interview and documentation. The findings of this study identify strategies implemented by the stakeholders in managing waste in the university environments, including waste separation, waste collection and disposal, waste transportation, and waste processing and recycling. In addition, the findings reinforce the role of the stakeholders as the key, primary, and secondary stakeholders in waste management towards achieving a sustainable green campus.

The concept of sustainability, which has become increasingly important in every aspect of life, has become a topic that is often emphasized for university campuses, which can be considered a small urban model. Many universities in Turkey and abroad are working on sustainable campuses. They set many environmental, social, and economic targets such as reducing the carbon footprint, using green technologies, designing by human and environment oriented principles, using green transportation systems, reducing costs, and eliminating social injustice. In this study, the transportation network of İzmir Katip Çelebi University, Çiğli Campus, which was established on an area of 70 ha in 2010, was examined within the scope of sustainability and ecological design criteria, and a transportation network focused on pedestrian and bicycle was also suggested. This study consists of two stages. In the first stage, the current situation analysis of the campus transportation was presented, and in the second stage, recommendations were made for a sustainable transportation system within the campus, taking into account the ecological design criteria. [ABSTRACT FROM AUTHOR]