Sustainability 15 05518

sustainability
Article
Preliminary Approach for the Development of Sustainable
University Campuses: A Case Study Based on the Mitigation of
Greenhouse Gas Emissions
Ivo Araújo , Leonel J. R. Nunes and António Curado *
proMetheus, Instituto Politécnico de Viana do Castelo, Rua da Escola Industrial e Comercial de Nun’Alvares,
4900-347 Viana do Castelo, Portugal
* Correspondence: acurado@estg.ipvc.pt
Abstract: University campuses consume a significant amount of energy. Given the high volume of
people who commute to and from campuses, the resources consumed, such as water and energy, and
the amount of waste that must be managed, they can be compared to small towns. To address this
issue, university managers and decision-makers have implemented various technical measures to
improve water and energy efficiency and waste management. These measures aim to increase campus
sustainability and enhance the well-being of the academic community. One popular measure is the
installation of autonomous energy production systems, such as photovoltaic (PV) systems, which
replace external energy sources and reduce GHG emissions. For example, a PV system installed on
a university campus has been found to supply 19% of the campus’s electricity needs and replace
21 tCO2 ·yr−1 . However, adopting organizational measures to manage the use of produced energy
and increasing school community’s environmental awareness about energy efficiency is crucial in
order to change behavior and improve campus sustainability.
Keywords: sustainable university campus; PV energy; renewable energy sources; carbon footprint
Citation: Araújo, I.; Nunes, L.J.R.;

Curado, A. Preliminary Approach for
1. Introduction
the Development of Sustainable
University Campuses: A Case Study
University campuses are built infrastructures set up in a given territory, with a decisive
Based on the Mitigation of
role in developing the communities where they are implanted, contributing and, there-
Greenhouse Gas Emissions. fore, establishing clusters that promote the spreading of knowledge [1–4]. If, on the one
Sustainability 2023, 15, 5518. https:// hand, university campuses can contribute significantly to the development of communities
doi.org/10.3390/su15065518 through this function of creating and disseminating knowledge [5], then, on the other hand,
due to the enormous scale that campuses can reach, they can become centers of high-levels
Academic Editor: Alberto-Jesus
of energy use, high-levels of waste production, and high-levels of water consumption, as
Perea-Moreno
well as high-levels of maintenance requirements for buildings, infrastructures, and green
Received: 23 January 2023 areas [6–8]. Additionally, the need to reinforce the transportation capacity to provide a large
Revised: 2 March 2023 number of students with a safe and reliable service to travel around on and off university
Accepted: 17 March 2023 campuses can cause serious management issues, especially if the objective is to meet the
Published: 21 March 2023 needs of sustainable development, given the high rate of private motor vehicle use which
persists strongly in many countries [9–12]. The use of cleaner transportation options is
mandatory, from biking to walking, as well as the planning of an efficient public transporta-
tion network designed to serve the local university community [13,14]. As mentioned by
Copyright: © 2023 by the authors.
Licensee MDPI, Basel, Switzerland.
Alshuwaikhat et al. [15], university campuses can be considered small cities due to their
This article is an open access article
size, their population, and the complexity of the activities that take place within, which
distributed under the terms and
can cause several direct and indirect impacts on the environment [16]. Lozano et al. [17]
conditions of the Creative Commons mentioned that universities have historically played important roles in transforming so-
Attribution (CC BY) license (https:// cieties and training decision-makers, leaders, entrepreneurs, and academics. However, it
creativecommons.org/licenses/by/ seems that some difficulties are found in the self-application of sustainability principles
4.0/).
Sustainability 2023, 15, 5518. https://doi.org/10.3390/su15065518 https://www.mdpi.com/journal/sustainability

Sustainability 2023, 15, 5518 2 of 18
to campus management [18]. Despite all of the knowledge developed in universities con-
cerning sustainability, circular economy, or energy efficiency, implementing management
practices and the organization of campuses have encountered constraints that hinder their
sustainable development [19–23].
However, universities are the place to find solutions to problems, and they will
undoubtedly be the right places to debate, study, and find solutions in the form of man-
agement models or simply individual actions to contribute to the sustainability of their
campuses [24,25]. In the same way, Amaral et al. [26] note that, given the need to address
the challenges of climate change actively, university leaders and managers are showing a
growing interest in reducing the environmental impacts of their campuses. As the authors
emphasize, this approach can be categorized into energy, buildings, water, transportation,
land use and occupation, air quality, climate, and food, on which key actions to reduce
negative impacts should be prioritized. For example, increasing energy production on
campuses and decreasing energy consumption in buildings are the leading measures to
be implemented [27]. However, as the authors also mention, with little dissemination
of the positive impact caused by these measures, the image of university campuses as
large-scale inefficient energy consumers can hardly be improved. Another study, presented
by Ferreira et al. [28], addresses the research problem of determining if relevant energy and
water savings may be obtained on university campuses without significant investments
based on technical and organizational measures. In other words, the authors argue that
it is often possible to significantly change habits to save energy and water consumption
without having to undertake costly infrastructure investments.
As previously mentioned, the installation of renewable energy self-production systems
on university campuses seems to be one of the most recommended solutions, and is
found in several previous studies [29–33]. Among the options, installing photovoltaic (PV)
systems seems to attract many decision-makers, given the growing number of initiatives
recently described. For example, Lee et al. [34] showed deliverables on the economic
feasibility of campus-wide PV systems in New England (USA), demonstrating that the
economic parameters validated the investment worthiness. Alternatively, Akwa et al. [35],
Khan et al. [36], Herrando et al. [37], Alghamdi et al. [38], Grisales-Noreña et al. [39],
Enano et al. [40], and Tarigan [41] focused more specifically on aspects related to production
and consumption, as well as the reduction of the carbon footprint by replacing fossil energy
sources by renewable energy sources.
The reduction of carbon emissions is also one of the main concerns of university
campus managers [42,43]. Lim and Hayder [44] mentioned that the emission of greenhouse
gases (GHG) is an alarming issue in the world today, causing not only the rise in tempera-
ture but also the occurrence of natural disasters such as floods, hurricanes, droughts, and
others. This concern with the reduction of emissions has led to the application of measures
distributed across four primary areas of intervention: water and waste management, trans-
portation, energy, and buildings. In addition to organizational and technical interventions,
the same authors note that higher education institutions must address the diverse needs of
local societies and promote sustainability. In other words, universities will be able to serve
as an example by presenting management models and functional technical solutions on
their campuses, which other sectors of society can replicate [45–49]. Zhen et al. [50] go a
little further, suggesting that universities are responsible for leading ecological civilization
and low carbon transition. The authors conclude that it is imperative for universities to
formulate effective low-carbon policies in order to achieve sustainable development and
confront global climate change.
The purpose of this research is to investigate the impact of photovoltaic (PV) systems
on energy consumption and greenhouse gas emission reduction on a university campus.
The study faces the challenge of limited available space for PV installation due to the
heritage status of many campus buildings and restrictions on alterations. Therefore, it is
essential to examine alternative organizational measures to manage energy consumption
and raise environmental awareness among the university community regarding energy
efficiency and sustainable development. To gather information on the current level of

community engagement with energy conservation and efficiency, a survey was conducted
among the academic community using the studied campus. The survey aimed to gather
qualitative and quantitative data on the community’s commitment to reducing electricity
consumption and energy efficiency, with a focus on reducing carbon emissions.
2. A Brief Literature Review

The involvement of user willingness is a crucial factor in ensuring the sustainability
of university campuses [51,52]. To ensure the success of energy saving and efficiency
initiatives, it is imperative to actively involve the university community in the implemen-
tation of these measures [53,54]. Surveys are an effective methodology for evaluating a
community’s knowledge and attitudes towards current and future measures [55,56]. In
addition to conducting surveys, establishing educational and training programs that fo-
cus on sustainability and energy efficiency is crucial for the long-term success of these
initiatives [57,58]. These programs aim to raise awareness and educate the university
community on the significance of reducing energy consumption and increasing energy
efficiency [59]. The programs may also involve the establishment of working groups and
volunteer opportunities, such as implementing recycling and composting programs, which
allow community members to actively contribute to the pursuit of sustainable solutions [60].
Holding events and lectures on sustainability issues can also serve as an effective method
to raise community awareness and encourage discussions on important topics [61,62].
The survey results can be utilized to enhance sustainability and energy efficiency
initiatives on campus and to evaluate the impact of these initiatives [63–66]. Furthermore,
the survey can serve as a useful tool for identifying areas where further work is required to
achieve sustainability goals [67,68]. The analysis of the survey results should include an
evaluation of the community’s level of engagement and the representativeness of the results
which were obtained [69]. Additionally, the community’s understanding of sustainability
issues and their perspectives on the implemented or planned measures must also be con-
sidered [70]. The analysis should encompass the identification of trends and patterns in the
results, including the community’s preferences and priorities with respect to sustainability
and energy efficiency [71,72]. It is imperative to determine whether the implemented
measures are consistent with the community’s expectations and requirements, and to iden-
tify areas where further work is necessary to satisfy the community’s needs [73,74]. The
assessment of user willingness through a survey is an effective methodology for ensuring
the sustainability of university campuses and actively involving the university community
in energy saving and efficiency initiatives [75,76].
3. Materials and Methods

3.1. Location of the Case Study Area
The Agrarian School of Ponte de Lima (ESA IPVC) campus is part of the Polytechnic
Institute of Viana do Castelo, located in the parish of Refóios do Lima in the municipality
of Ponte de Lima, Alto Minho region, Northern Portugal, as shown in Figure 1.
The campus comprises several buildings, with the main building being the Academic
Building, where the institution’s teaching activities, scientific research, and administrative
services take place. The university residence, which includes support services such as
a canteen, cafeteria, and laundry, is also a prominent feature of the campus. The main
building is a former 17th-century monastery, originally built in the 12th century and
classified as a national monument, with several restrictions on interventions. The ESA
IPVC campus covers an area of approximately 17 hectares, including the experimental farm
where crops such as vines, olive groves, and other crops are produced, and areas dedicated
to the production of indigenous cattle breeds. Due to restrictions on interventions in the
main building and its surroundings, the rooftop of the student’s residence was used to
install the photovoltaic (PV) system, which is formed by 119 JASOLAR Half-Cell 455W
modules with a total peak power of 54,145 kWp and a 50 kW core inverter.
2023, 15,
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Sustainability x FOR PEER REVIEW
15, 5518 44 of
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20
Alto Minho region

Refóios
1 3
2
3
7
4
Figure 1.
Figure 1. Location
Location of
ofthe
theESA
ESAIPVC
IPVCcampus.
campus.1—Academic
1—AcademicBuilding; 2—Students
Building; 2—StudentsResidence; 3—
Residence;
Parking and
3—Parking andGardens;
Gardens;4—Experimental
4—ExperimentalVineyard;
Vineyard; 5—Experimental Orchards; 6—Cultivation
5—Experimental Orchards; 6—Cultivation
Fields;and
Fields; and7—Agricultural
7—AgriculturalProduction
ProductionSupport
SupportBuildings.
Buildings.
The campus
3.2. Power comprises
Consumption of ESAseveral
IPVC buildings,
Campus with the main building being the Academic
Building, where thethe
To determine institution’s teaching activities,
power consumption of the ESA scientific
IPVC research,
campus, and administrative
a historical record
services
was take place.
analyzed The university
from December 2010 residence,
to January which includes
2020. Based on support services
this record, such as a
the minimum
canteen,
and cafeteria,
maximum and laundry,
estimated valuesis for
alsopower
a prominent feature of
consumption the determined,
were campus. The taking
main build-
into
ing is a formerthe
consideration 17th-century monastery,
variability in consumptionoriginally
over thebuilt in decade.
past the 12th century and classified
as a national monument, with several restrictions on interventions. The ESA IPVC campus
covers
3.3. an area of
Calculation approximately
of PV 17 hectares,
Production System including
Installed the experimental
on the ESA IPVC Campus farm where crops
suchToas determine
vines, olivethe
groves, and other
monthly cropsfor
potential arePVproduced,
productionandbyareas
thededicated to the pro-
system installed at
duction
the ESA of indigenous
IPVC campus,cattle breeds.
the PVGIS Due to restrictions
platform (available at onhttps://joint-research-centre.ec.
interventions in the main build-
ing and itsaccessed
europa.eu, surroundings, the rooftop
on 10 May 2022) wasof the student’s
utilized. residence was
A comparison was made
used to install the
between the
photovoltaic (PV) system, which is formed by 119 JASOLAR Half-Cell 455W modules
recorded production for the months when the system was in operation and the estimated
with a totalfor
production peak
thepower
months ofwithout
54,145 kWp and adata.
recorded 50 kW core inverter.
3.4.
3.2. Calculation of the Carbon
Power Consumption Footprint
of ESA for the ESA IPVC Campus
IPVC Campus
The calculationthe
To determine of the
powercarbon footprint for
consumption of the
the consumption of the ESA
ESA IPVC campus, IPVC campus
a historical record
was
was analyzed from December 2010 to January 2020. Based on this record, theinvoice.
performed using the data provided by the external energy supplier on the minimum
and maximum estimated values for power consumption were determined, taking into
3.5. Assessment of the Current State of Awareness and Commitment of the ESA IPVC Community
consideration
with the to
Issues Related variability in consumption
Energy Savings over the past decade.
and Efficiency
The assessment of the level of commitment and awareness of the ESA IPVC community
3.3. Calculation of PV Production System Installed on the ESA IPVC Campus
regarding energy saving and energy efficiency was carried out through a survey. The survey
To determine
population consisted the
ofmonthly
students potential for PVand
(550), teaching production
research by the
staff system
(40), installed at the
and administrative,
ESA IPVC campus, the PVGIS platform (available at https://joint-research-centre.ec.eu-
technical, and support staff (18). Visitors were not included in the survey. The survey was
ropa.eu, accessed
administered betweenon 1110 and
May162022) was utilized.
November 2022, andA was
comparison
distributedwasto made between
all members the
of the
recorded production for the months when the system was in operation and
community using the internal mailing list of ESA IPVC. A total of 101 meaningful responsesthe estimated
production
were forwith
received, the months
a marginwithout recorded
of error of 9%. Thedata.
survey consisted of 17 questions and its
aim was to gather information on the community’s understanding of the measures being
3.4. Calculation
implemented toofreduce
the Carbon
energyFootprint for the and
consumption ESAimprove
IPVC Campus
energy efficiency, as well as their
Theon
opinions calculation of the carbon
these measures footprint
and other formeasures
potential the consumption
that could of be
theimplemented
ESA IPVC campus
in the
was performed
future (Table 1). using the data provided by the external energy supplier on the invoice.
Table 1. Organization of the questions presented in the survey.
Section 1
Tell which ESA IPVC community group you belong to:
Students
Teaching and research staff
Administrative, technical and support staff
Section 2
1. Are you aware of the efforts undertaken by the IPVC to improve energy efficiency in thedifferent schools?
Yes
No
2. Do you know that photovoltaic solar panels were installed on the roof of the ESA IPVC residence?
Yes
No
3. Reducing energy consumption in ESA’s daily activities also depends on changing individual habits. Can you give an example of
small practices that can contribute to the reduction of electrical consumption at ESA IPVC?
4. Within your possibilities, do you have an idea of the importance of your role in reducing ESA IPVC’s electrical consumption? In
other words, do you consciously think that you are already doing everything in your power to save energy?
Yes
No
5. Do you think that an effort is being made to reduce electricity consumption on the ESA IPVC campus?
Yes
No
6. Can you give an example of measures that are being implemented at ESA IPVC, to reduce electricity consumption?
7. Do you feel that the set of measures to reduce electricity consumption that is being implemented at ESA IPVC is communicated
in the best way?
Yes
No
8. Do you think it is important that information about energy efficiency measures being implemented at ESA IPVC be
communicated to the entire community?
Yes
No
9. On a scale of 1 to 5 (where 1—Not at all Important and 5—Very Important), how do you rate the need to implement measures to
improve energy efficiency at ESA IPVC?
10. On a scale of 1 to 5 (where 1—Not at all Important and 5—Very Important), how would you rate the quality of the measures that
are being implemented to improve energy efficiency at ESA IPVC?
11. Can you provide an example of an additional measure that you would like to see implemented at ESA IPVC to improve energy
efficiency on campus?
12. Are you willing to play an active role in changing behavioral habits to reduce energy consumption at ESA IPVC?
Yes
No
13. Would you be willing to give up of some comfort in order to achieve more ambitious carbon footprint reduction goals?
Yes
No
14. Can you give an example of one of these personal sacrifices for the environment?
15. Would you be available to integrate an “Awareness Brigade” for issues related to the reduction of energy consumption and
energy efficiency?
Yes
No
16. From the following measures, select the 3 that you most agree with to be additionally implemented at ESA IPVC:
16.1. Conducting awareness-raising actions for all members of the ESA IPVCcommunity.
16.2. Installation of motion sensors in passage areas and bathrooms, to turn on the lights only when necessary.
16.3. Limit the use of elevators only to people with reduced mobility or in situations where volumes are
being transported.
16.4. Limit the use of non-essential electrical equipment on the ESA IPVC campus, such as radios, televisions, heaters, and
fan heaters, among others, in the residence rooms, faculty cabinets, and other similar places.
16.5. Adjust school schedules to make the most of the hours of natural light and to avoid the use of artificial light
(whenever the situation allows).
The first question in the survey was designed to categorize the responses based on the
different groups that comprise the community, as each group has unique characteristics
and differing perspectives on the issues at hand.
4. Results
4.1. Estimation Power Consumption at ESA IPVC
As defined in Section 2, the estimation of electricity consumption at ESA IPVC was
carried out supported by the historical record collected between December 2010 and
January 2022, as shown in Figure 2. Then, the mean and standard deviation of the
Sustainability 2023, 15, x FOR PEER REVIEW 7 of 20
minimum and maximum values were calculated, obtaining the representative values
of 23,467.96 kWh·month−1 and 30,098.74 kWh·month−1 , respectively.
45,000
40,000
35,000
Consumption (kWh)
30,000
25,000
20,000
15,000
10,000
5,000
- 10 20 30 40 50 60 70 80 90 100 110 120 130 140
Months (from De c 2010 to Jan 2022)
Consumption
Figure
Figure2.2.Distribution
Distributionof
of monthly data from
monthly consumption data fromDecember
December2010
2010totoJanuary
January 2022.
2022. Estima-
Estimation
tion of the
of the energy
energy production
production potential
potential for the
for the ESAESA IPVC
IPVC photovoltaic
photovoltaic plant.
plant.
Aspreviously
As previouslydescribed
describedinin Section
Section 2, the
2, the potential
potential for for electricity
electricity production
production was was
es-
estimated using the PVGIS platform (available at https://joint-research-centre.ec.europa.
timated using the PVGIS platform (available at https://joint-research-centre.ec.europa.eu,
eu, accessed
accessed on 10on
May102022).
May 2022). This platform
This platform calculates
calculates the estimated
the estimated electrical electrical energy
energy produc-
production of a photovoltaic plant based on technical parameters such as the
tion of a photovoltaic plant based on technical parameters such as the location, installedlocation,
installed power, type of panels, inclination of the panels, and estimated system losses. The
power, type of panels, inclination of the panels, and estimated system losses. The results
results obtained for the photovoltaic plant at ESA IPVC are presented in Table 2.
obtained for the photovoltaic plant at ESA IPVC are presented in Table 2.
Table 2. Estimation of the electricity production of the ESA IPVC photovoltaic plant based on the
Table 2. Estimation of the electricity production of the ESA IPVC photovoltaic plant based on the
PVGIS platform.
PVGIS platform.
Production Production
Month Month (kWh)
Standard
Standard Deviation
Deviation
(kWh)
Jan Jan 3247.1 3247.1 806 806
Feb Feb 4196.5 4196.5 853.1 853.1
Mar Mar 5773.2 5773.2 1063.2 1063.2
Apr Apr 6573.8 6573.8 781.5 781.5
May 7921.3 955.9
May 7921.3 955.9
Jun 8101.7 697.3
Jun Jul 8101.7 9025.5 697.3 614.8
Jul Aug 9025.5 8428.7 614.8 617.9
Aug Sep 8428.7 6945.8 617.9 567.9
Sep Oct 6945.8 4873.7 567.9 833.7
Oct Nov 4873.7 3404.3 833.7 749.4
Nov Dec 3404.3 3158.5 749.4 469.8
Dec 3158.5 469.8
The results obtained from the PV system’s first five months of operation were analyzed
The results
to adjust obtained
the model and from thethe
reduce PVassociated
system’s first fiveThis
error. months of operation
was done were ana-
by comparing the
lyzed to adjust the model and reduce the associated error. This was done by comparing
the estimated values from the PVGIS platform with the actual production data. The re-
sults, presented in Table 3, were obtained by assuming an average adjustment factor of
87.5% between the estimated and real values.
estimated values from the PVGIS platform with the actual production data. The results,
presented in Table 3, were obtained by assuming an average adjustment factor of 87.5%
between the estimated and real values.
Table 3. Estimation of the real production values of the PV system.
Standard Model
Month Average Observation
Sustainability 2023, 15, x FOR PEER REVIEW
Deviation Adjustment 8 of 20
Jan 3900.3 49.2 120.1% Observed Value
Feb 3772.5 61.8 89.9% Observed Value
Mar 3642.2 71.1 63.1% Observed Value
May Apr 6962.8 5680.3 58.6 87.9% 86.4% Estimated Value Value
Observed
Jun May 7121.4 6962.8 87.9% 87.9% Estimated Value Value
Estimated
Jul Jun 7933.4 7121.4 87.9% 87.9% Estimated Value Value
Estimated
Aug Jul 7408.8 7933.4 87.9% 87.9% Estimated Value Value
Estimated
Sep Aug 6105.4 7408.8 87.9% 87.9% Estimated Value Value
Estimated
Oct Sep 4284.0 6105.4 87.9% 87.9% Estimated
Estimated Value Value
Nov Oct 2992.4 4284.0 87.9% 87.9% Estimated Value Value
Estimated
Nov 2992.4 87.9% Estimated Value
Dec 2530.0 48.0 80.1% Observed Value
Dec 2530.0 48.0 80.1% Observed Value
As can be seen from the results, the total annual production estimated by the PVGIS
platformAs is
can71,659 kWh·yr
be seen from−1the, while the the
results, actual
totalproduction seems to estimated
annual production tend towards a value
by the PVGIS
· −1 , while the actual production seems to tend towards a value
close to 62,500 kWh·yr . This difference corresponds to a 13% discrepancy between the
platform is 71,659 kWh−1 yr
−1 . This difference corresponds to a 13% discrepancy between the
·yrPVGIS
value
closeestimated
to 62,500 by kWhthe platform and the observed value. However, analyzing the
value estimated
variances and the by the PVGIS
averages of theplatform
two data and theusing
sets, observed value. However,
the F-Snedecor and the analyzing
t-Student the
variances and the averages of the two data sets, using the F-Snedecor and
tests, the values obtained are, respectively, 0.66 and 0.18. In the case of the F-Snedecor test, the t-Student
tests,
the valuetheobtained
values obtained
does not are, rejectrespectively, 0.66 and therefore,
the null hypothesis; 0.18. In the casebeofconcluded
it can the F-Snedecor
that
test, the value obtained does not reject the null hypothesis; therefore,
there is no difference between the supposedly equal variances. In the case of the it can be t-Student
concluded
thatthe
test, there
value is no difference
obtained between
also does the supposedly
not reject equal variances.
the null hypothesis; therefore, In itthe
cancase of the
be con-
t-Student test, the value obtained also does not reject the null hypothesis;
cluded that there are no significant differences between the means of the two groups. This therefore, it can
be concluded that there are no significant differences between the means
situation can also be confirmed by the projection of the two groups of data, where the real of the two groups.
This situation can also be confirmed by the projection of the two groups of data, where
data approach the lower limit of the standard deviation of the estimated data, represented
the real data approach the lower limit of the standard deviation of the estimated data,
by the bars, as can be seen in Figure 3.
represented by the bars, as can be seen in Figure 3.
10,000
9,000
8,000
Ene rgy Production (kWh)
7,000
6,000
5,000
4,000
3,000
2,000
1 2 3 4 5 6 7 8 9 10 11 12
Month
PVGIS Estimate ESA IPVC Production
Figure 3. Projection of the estimated results for the electricity production and the observed results.
Figure 3. Projection of the estimated results for the electricity production and the observed results.
4.2. Calculation of the ESA IPVC Carbon Footprint

Based on the results presented in Sections 3.1 and 3.2, it was possible to estimate the
annual consumption at ESA IPVC, which is approximately 295,000 kWh·yr−1. Thus, with
an electricity production of 62,500 kWh·yr−1, consumption is expected to be replaced by a
self-production of 21%. Based on the energy supplier’s data on the origin of the electricity
used at ESA IPVC, which are presented in Table 4, it is possible to calculate the carbon
4.2. Calculation of the ESA IPVC Carbon Footprint

Based on the results presented in Sections 3.1 and 3.2, it was possible to estimate the
annual consumption at ESA IPVC, which is approximately 295,000 kWh·yr−1 . Thus, with
an electricity production of 62,500 kWh·yr−1 , consumption is expected to be replaced by a
ustainability 2023, 15, x FOR PEER REVIEW
self-production of 21%. Based on the energy supplier’s data on the origin of9 the electricity
of 20
used at ESA IPVC, which are presented in Table 4, it is possible to calculate the carbon
footprint of this energy based on the value of 480.24 gCO2 ·kWh−1 .
Table 4. Energy sources and carbon footprint calculation.

Table 4. Energy sources and carbon footprint calculation.
Energy Sources Consumption CO2 Emissions
Energy Sources Energy Sources Consumption CO Emissions
Energy Sources (%) (kWh) (gCO2·kWh−1)2
(%) (kWh) (gCO2 ·kWh−1 )
Coal 35.54% 111,716.24 53,650,605
Fossil CHP Coal 8.09% 35.54% 25,414.55 111,716.24 12,205,081 53,650,605
Fossil CHP 8.09% 25,414.55 12,205,081
Renewable CHP 3.97% 12,482.76 5,994,722
Renewable CHP 3.97% 12,482.76 5,994,722
Natural Gas 21.81% 68,550.42 32,920,656
Natural Gas 21.81% 68,550.42 32,920,656
Eolian Eolian 6.93% 6.93% 21,792.45 21,792.45
Other Renewable
Other Renewable 1.45% 1.45% 4550.07 4550.07 2,185,126 2,185,126
HydropowerHydropower 16.76% 16.76% 52,685.04 52,685.04
Nuclear Nuclear 5.16% 5.16% 16,224.60 16,224.60
MSW MSW 0.29% 0.29% 898.04 898.04 431,275 431,275
The results
Theindicate
results an annual
indicate anemission of approximately
annual emission 100 tCO100
of approximately 2·yr−1. Using−the
tCO2 ·yr 1 . Using the
ESA IPVCESA
PV IPVC
system, it is estimated that 21 tCO 2·yr will be avoided.
−1 − 1
PV system, it is estimated that 21 tCO ·yr will be avoided.
2
4.3. Analysis
4.3.ofAnalysis
the Results Obtained
of the Results in the Survey
Obtained in the Survey
The answers
Theobtained in the survey
answers obtained are
in the distributed
survey among the
are distributed different
among the groups
differentofgroups
the of the
ESA IPVCESA
community as shownas
IPVC community inshown
Figurein4. Figure 4.
1%
21%
78%
Stude nts
Te aching and re se arch staﬀ
Administrative , te chnical and support staﬀ
Figure 4. Distribution
Figure 4. Distribution of survey responses
of survey responses by thegroups
by the different different
of groups
the ESAofIPVC
the ESA IPVC community.
community.
The results of the survey indicate that the student group was the largest contributor to
The results of the survey indicate that the student group was the largest contributor
the total responses, accounting for 78% of the valid responses. Meanwhile, the teaching
to the total responses, accounting for 78% of the valid responses. Meanwhile, the teaching
and research staff group accounted for 21% of the valid responses, and the administrative,
and research staff group accounted for 21% of the valid responses, and the administrative,
technical, and support staff groups contributed 1% of the valid responses. Despite the
technical, and support staff groups contributed 1% of the valid responses. Despite the
large number of responses from the student group, it is worth noting that the teaching and
large number of responses from the student group, it is worth noting that the teaching
research staff group had a higher percentage of participation, with over 50% of its members
and research staff group had a higher percentage of participation, with over 50% of its
responding to the survey questions.
members responding to the survey questions.
The first two questions in the survey were designed to gauge the general knowledge
The first two questions in the survey were designed to gauge the general knowledge
of the community about the institution’s efforts to improve energy efficiency in all schools
of the community about the institution’s efforts to improve energy efficiency in all schools
under IPVC and about the recent investment in installing a PV system on the roof of the
under IPVC and about
university the recent
residence. Theinvestment in installing
results of these questionsa PV
are system on the
illustrated roof of5.the
in Figure
university residence. The results of these questions are illustrated in Figure 5.
36%
42%
58%
36% 64%
42%
58%
Ye s No 64% Ye s No
Figure 5. Data obtained

Figure 5. Datain questions
obtained “1. Are “1.
in questions youAreaware of theof
you aware efforts undertaken
the efforts by the
undertaken IPVC
by the IPVC to to
Ye s No improve
improve energy energy efficiency
efficiency ins theNodifferent
in the different
Ye schools?” schools?”
and “2.and
Do“2. Doknow
you you know
that that photovoltaic
photovoltaic solar
solar
panels werepanels were
installed oninstalled
the roofonofthe
theroof
ESAof the
IPVCESA IPVC residence?”.
residence?”.
Figure 5. Data obtained in questions “1. Are you aware of the efforts undertaken by the IPVC to
improve energy efficiency in the different schools?” and “2. Do you know that photovoltaic solar
As indicated by the a results, a significant portion
of theofESA
the ESA IPVC community was
panels were installed As indicated
on the by IPVC
roof of the ESA the residence?”.
results, significant portion IPVC community was
not aware not aware
of the of the
efforts efforts
made bymade by theto
the IPVC IPVC to improve
improve energy
energy efficiency
efficiency in other
in other schools.
schools.
As indicated
However, However,
by the results,
the community the community
a significant portion
had of had
a better a better
IPVCunderstanding
theunderstanding
ESA communityof thewas of the investments
investments made inmade theirin their
own
not aware of the efforts made own bycampus.
the IPVC This suggests
to improve energythatefficiency
there is in a need for greater dissemination and communi-
other schools.
campus. This suggests that there is a need for greater dissemination and communication of
However, the community cation had a better understanding
of information of the investments
regarding the energy made in their
efficiency initiatives taken by the IPVC across
own campus. information
This suggestsall regarding
that there
schools. is athe
needenergy
for efficiency
greater initiatives
dissemination and taken by the IPVC across all schools.
communi-
cation of information regarding
third the Theenergy
third efficiency
question initiatives intaken by the IPVC
The question posed inposed the survey, asking
the survey,
foracross
asking
examples of small practices that
for examples of small practices that
all schools. could contribute to reducing electrical consumption at ESA IPVC, received different types
could contribute to reducing electrical consumption at ESA IPVC, received different types
The thirdofquestion
answers. posed inthis
the set
survey, asking for examples of small practices that
could contribute to reducing ofInanswers.
electrical Inofthis
responses,
consumption set at
ofESA the high
responses, thenumber
IPVC, received high of respondents
number
different types
whowho
of respondents were unable
were unable toto
present an present
example an example
of these of these
small small
practices practices
of answers. In this set of responses, the high number of respondents who were unable to
stands stands
out, out, representing
representing around
around 15% 15%of of
thethe
total responses
present an example total
of these smallresponses
practicesobtained.
obtained. On the
stands On
other
out, thehand,
other the
representing hand,
aroundmostthe
15% most frequently
frequently
of the mentioned
mentioned example
example was
was
total responses obtained.off
“turning On“turning
the other
the off
hand,
lighting the
inthelighting
themost in the when
frequently
classrooms classrooms
mentioned when
theyexample
are they are
was
finished andfinished and in the cabi-
in the cabinets/rooms
“turning off when
the lighting in the This
nets/rooms
leaving”. classrooms
when
opinion when they This
leaving”. are finished
corresponded opinionto and in the cabi- to 70%
corresponded
approximately approximately
of the total70% of the total
responses
nets/rooms when leaving”.responses
This opinion corresponded
obtained. Otherto approximately
examples 70%“using
of the total
obtained. Other examples such as “usingsuch LEDas lamps”, LED lamps”, off
“turning “turning off thein
the lights lights
thein
responses obtained. Other examples such as “using LED lamps”, “turning off the lights in
bathrooms”, the bathrooms”,
“not usingorthe “not using
elevators”, the elevators”,
or “not usingor “not using
auxiliary auxiliary heating systems in cab-
the bathrooms”, “not using the elevators”, “not using auxiliary heating systems in cab- heating systems in cabinets
inets or bedrooms” were also presented by the respondents, corresponding to about 15%
inets or bedrooms” were also presented
or bedrooms” were also by the respondents,
presented by thecorresponding
respondents, to about 15%
corresponding to about 15% of the
of the total responses of the total responses obtained.
obtained.
total responses obtained.
Regarding the fourth question, Regarding
which the fourth question,about in which respondents answer about their contribution
Regarding theinfourth respondents
question,answer their contribution
in which respondents answer about their contribution
to energy savings on the ESA to energy
IPVC campus,savings on the ESA
a significant part,IPVC
as cancampus,
be seen ainsignificant
Figure 6, part, as can be seen in Figure 6,
to energy savings
considered
considered themselves as having on
a role in the ESA
themselves IPVC
this energyas having a role in this energypart,
saving.campus, a significant as can be seen in Figure 6,
saving.
considered themselves as having a role in this energy saving.
46%
46%
54%
54%
Ye s No
Figure 6. ResultFigure 6. Result

of the question of theyour
“4. Within question “4. Within
possibilities, Ye shave
do you yourNopossibilities,
any do you have any idea of the importance
idea of the importance
of your role in of
reducing
your ESA
role IPVC’s electricalESA
in reducing consumption? In other words,
IPVC’s electrical consciously, doInyou
consumption? other words, consciously, do you
think you already do everything to save
Figure energy?”.
6. Result of the question “4. Within your possibilities, do you have any idea of the importance
think you already do everything to save energy?”.
of your role in reducing ESA IPVC’s electrical consumption? In other words, consciously, do you
From the individual analysis of the
think you responses
already obtained,to
do everything there
saveseems to be a clear di-
energy?”.
vision between theFrom
types the individual
of responses analysis
given of the
by different responses
groups obtained, there seems to be a clear
in the academic
division between the types of responses given by different groups in the academic commu-
From the individual analysis of the responses obtained, there seems to be a clear di-
nity. The groups of teaching
vision between theand research
types staff and
of responses administrative,
given by different technical,
groups inandthesupport
academic
staff present a dominance of “no” answers, indicating that they are aware that they are
still not doing everything they can to save energy, while the group of students predomi-
nantly answered “yes”, most likely because their ability to intervene and decide on matters
is lower.
Once again, the lack of knowledge about the efforts being implemented to reduce
energy consumption is evident from the answers obtained in question “5. Do you think
community. The groups of teaching and research staff and administrative, technical, and
support staff present a dominance
community. Theofgroups
“no” answers,
of teachingindicating that they
and research staff are
andaware that
administrative, technical, and
they are still not doing everything
support they can
staff present to save energy,
a dominance while
of “no” the group
answers, of students
indicating that they are aware that
predominantly answered “yes”,
they are still most likelyeverything
not doing because their ability
they can totosave
intervene and
energy, decide
while the group of students
on matters is lower. predominantly answered “yes”, most likely because their ability to intervene and decide
Once again, theonlack of knowledge
matters is lower. about the efforts being implemented to reduce
energy consumption is evident from the lack
Once again, answers obtained inabout
of knowledge question “5. Do being
the efforts you think
implemented to reduce
that an effort is being made consumption
energy to reduce electricity consumption
is evident on the ESA
from the answers IPVC campus?”
obtained in question “5. Do you think
that an effort is being made to reduce electricity consumption on the ESA IPVC campus?”
As can be seen in Figure 7, aeffort
that an significant percentage
is being of community
made to reduce members
electricity were unaware
consumption on the ESA IPVC campus?”
As
that measures are canbeing
be
As seen beinseen
taken
can Figure
in this 7, a significant
direction.
in Figure percentage
7, a significant percentage ofof
community
communitymembers wereunaware
members were unaware
that measures are being taken in this direction.
that measures are being taken in this direction.
38%
38%
62%
62%
Ye s No
Ye s No
Figure
Figure 7. Results for 7. Results
question “5.for
Doquestion
you think“5.
thatDo
anyou think
effort thatmade
is being an effort is being
to reduce made to reduce electricity
electricity
consumptionconsumption
on the ESA IPVC
Figure 7. campus?”.
on the ESAfor
Results IPVC campus?”.
question “5. Do you think that an effort is being made to reduce electricity
consumption on the ESA IPVC campus?”.
The results obtained
The results in the previousinquestion
obtained are confirmed
the previous question by are
the confirmed
results obtained by the results obtained
with the answers
with theto question
The results
answers “6.
toCan you give
obtained
question an
in the
“6. Canexample
previous
you giveof measures
question are that
an example are
of being
confirmed by the results
measures that obtained
are being
implemented at ESA IPVC,
with the to reduce
answers electricity
to question consumption?”.
“6. Can you In
givefact,
an most respondents
example
implemented at ESA IPVC, to reduce electricity consumption?”. In fact, most respondents of measures that are being
answered “not being able
implementedto give examples
at ESA IPVC,of measures
to reduce being
electricityimplemented”,
consumption?”.
answered “not being able to give examples of measures being implemented”, with the result with In the
fact, most respondents
result obtained evenanswered
obtained surpassing
even surpassing thatbeing
“not of the previous
able
that oftothe
givequestion.
examples
previous Inquestion.
other words,
of measures most
beinglikely,
In other implemented”,
words, withsome
most likely, the
some of the respondents,
result even
obtained if superficially,
even were that
surpassing aware of thatprevious
the something is being
question. In done,
other words, most likely,
of the respondents, even if superficially, were aware that something is being done, although
although they did not someknowof thewhat exactly. Almost
respondents, even all of the remaining
if superficially, wererespondents, rep-
aware that something is being done,
they did not know what exactly. Almost all of the remaining respondents, representing
resenting around 40% of the answers
although they didobtained,
not knowpresented
what exactly.as examples
Almost “theall ofinstallation
the remaining of respondents, rep-
around 40%
solar panels” and “the
of the answers
replacement of 40%
lightof
obtained,
bulbs with LEDs”
presented as examples known
as the presented
measures best
“the installation of solar
resenting around the answers obtained, as examples “the installation of
panels”
by community members. solar panels” and “the replacement of light bulbs with LEDs” asmeasures
and “the replacement of light bulbs with LEDs” as the the measures best known
best knownby
community
The answers obtained members.
by community thus farmembers.
seem to already indicate the result obtained in the
answer to question The“7.answers
DoThe youanswers
feel thatobtained
obtained the set
thus ofthus
measures
far seem
far seem totoreduce electricity
to already
already consump-
indicate
indicate the result
the result obtained
obtainedininthe the
tion that is being
answer implemented
answer
to question at“7.
to questionESA
DoIPVC
“7.
you are
youbeing
Dofeel feelthe
that communicated
that theofset
set in the
of measures
measures to best way?”.
to reduce
reduce electricity
electricity consump-
consumption
As can be seen
thatinis the
tionresults
being that issummarized
implemented at in
being implementedESA Figure
IPVCat 8,
ESA a very
are IPVC
beingsignificant
are being part
communicated of the
communicated re- best
in the in the best way?”.
way?”. As can
spondents answered
be seenAs that
in can
thethebe communication
seen in
results aboutsummarized
the results
summarized intheFigure
measures 8,inabeing
veryimplemented
Figure was of the
8, a very significant
significant part part of the re-
respondents
not being done in the
answered best
thatway.
spondents theanswered that the communication
communication about the measures about the measures
being being implemented
implemented was
was not being
done innot thebeing
best doneway. in the best way.
16% 11%
16% 11%
84% 89%
84% 89%
Ye s No Ye s No
Ye s No Ye s No
Figure 8. Results obtained in the answers to questions “7. Do you feel that the set of measures to
reduce electricity consumption that is being implemented at ESA IPVC are being communicated in
the best way?” and “8. Do you think it is important that information on energy efficiency measures
being implemented at ESA IPVC be communicated to the entire community?”.
As can be seen in the results obtained for question 8, almost all respondents answered
that it is important that the measures and results obtained are communicated, demonstrat-
ing that the lack of knowledge is not due to a lack of interest, but rather due to a lack
of information.
Questions 9 and 10 assess, on the one hand, the importance of implementing measures
to improve energy efficiency in the ESA IPVC and, on the other hand, the quality of the
measures being implemented (Figure 9).
Figure 8. Results obtained in the answers to questions “7. Do you feel that the set of measures to
reduce electricity consumption that is being implemented at ESA IPVC are being communicated in
the best way?” and “8. Do you think it is important that information on energy efficiency measures
being implemented at ESA IPVC be communicated to the entire community?”.
As can be seen in the results obtained for question 8, almost all respondents answered
that it is important that the measures and results obtained are communicated, demon-
strating that the lack of knowledge is not due to a lack of interest, but rather due to a lack
of information.
Questions 9 and 10 assess, on the one hand, the importance of implementing
measures to improve energy efficiency in the ESA IPVC and, on the other hand, the qual-
ity of the measures being implemented (Figure 9).
5 61% 5 6%
4 14% 4 20%
3 25% 3 37%
2 0% 2 15%
1 0% 1 22%
0% 10% 20% 30% 40% 50% 60% 70% 0% 10% 20% 30% 40%
Figure 9. Results obtained in the answers to questions “9. On a scale of 1 to 5, how do you rate the
Figure 9. Results
needobtained in thetoanswers
to implement measures improve energytoefficiency?”
questions “9.
and “10. On aOn
scale a
of 1scale
to 5, howof 1 to 5, how do you rate the
would
you rate the quality of the measures that are being implemented to improve energy efficiency?”.
need to implement measures to improve energy efficiency?” and “10. On a scale of 1 to 5, how would
you rate the qualityAs of
canthe
be seen, a significant
measures majority
that areofbeing
respondents considered the to
implemented need to imple- energy efficiency?”.
improve
ment measures to improve energy efficiency on the ESA IPVC campus to be very im-
portant to improving the campus’s sustainability. On the other hand, a very significant
group of respondents classified the quality of the measures that are being implemented to
As can be seen, a significant majority of respondents considered the need to implement
improve energy efficiency on the ESA IPVC campus as being unimportant to moderately
measures to improve energy efficiency on the ESA IPVC campus to be very important
important. This situation may be related to the current lack of knowledge about the
measures being implemented and about the results obtained by the implementation of
to improving the campus’s sustainability. On the other hand, a very significant group of
these measures.
respondents classified the quality of the measures that are being implemented to improve
There was a relative congruence in the answers obtained for question 11, when re-
spondents were asked to present additional measures to improve energy efficiency on the
energy efficiency on the ESA IPVC campus as being unimportant to moderately important.
campus. Respondents pointed out as the main measures the “placement of motion sensors
in corridors, cloisters, and WCs”, “placement of LEDs in the campus’ exterior lighting”,
This situation may be related to the current lack of knowledge about the measures being
“control of the use of accessory equipment in the rooms of the residence and cabinets of
implemented and about the results obtained by the implementation of these measures.
the central building”, and “installation of more solar panels”. This list of suggestions
demonstrates the community’s interest in playing a more active role in changing behav-
There was a relative congruence in the answers obtained for question 11, when re-
ioral habits to reduce energy consumption on campus, as shown in Figure 10.
spondents were asked to present additional measures to improve energy efficiency on the
campus. Respondents pointed out as the main measures the “placement of motion sensors
in corridors, cloisters, and WCs”, “placement of LEDs in the campus’ exterior lighting”,
Sustainability 2023, 15, x FOR PEER REVIEW “control of the use of accessory equipment in the rooms of the 13 residence
of 20 and cabinets of
stainability 2023, 15, x FOR PEER REVIEW the central building”, and “installation of more solar panels”. 13 of This
20 list of suggestions
demonstrates the community’s interest in playing a more active role in changing behavioral
habits to reduce energy consumption on campus, as shown in Figure 10.
16%
16%
84%
84%
Ye s No
Ye s No
Figure 10. Results obtained in the answer to question “12. Are you willing to play an active role in
Figure
changing Figure
10. Results 10. Results
obtained
behavioral in to
habits obtained
thereduce
answer in the “12.
to question
energy answer
consumption to
Areatyouquestion
ESAwilling
IPVC?”.to“12.
playAre you willing
an active role in to play an active role in
changing behavioral habitsbehavioral
changing to reduce energy
habitsconsumption at ESA consumption
to reduce energy IPVC?”. at ESA IPVC?”.
This willingness to participate more actively in the process is also demonstrated by
theThis willingness
results obtained to
inparticipate
This the answersmore
willingness toto actively“13.
question in the
participate process
Would
more you is
bealso
actively indemonstrated
willing toprocess
the by
give up some
is also demonstrated by
thecomfort
results obtained
in order in achieve
to the answers
the results moretoambitious
obtained question
in “13.
goals
the answers Would
to you be
to reduce thewilling
question carbon
“13. tofootprint?”,
Wouldgiveyou
up some
bewith
willing to give up some
comfort in order
approximately to
2/3achieve
comfort of in more to
theorder ambitious
members goals
moretoambitious
of the academic
achieve reduce the goals
community carbon tofootprint?”,
answering
reduce thewith
affirmatively
carbon footprint?”, with
approximately 2/3 of the members
(Figure 11). approximately 2/3ofofthe
theacademic
members community answering
of the academic affirmatively
community answering affirmatively
(Figure 11). (Figure 11).
34%
34%
66%
66%
Ye s No
Ye s No
Figure
Figure 11. Results 11. Results
obtained in the obtained
answer to in the answer
question to question
“13. Would you be “13. Would
willing you
to give up be willing to give up some
some
Figure 11. Results
comfort in orderobtained inmore
to achieve
comfort the to
in order answer to question
ambitious
achieve “13. Would
carbonambitious
more footprint you befootprint
reduction
carbon willing toreduction
goals?”. give up some
goals?”.
comfort in order to achieve more ambitious carbon footprint reduction goals?”.
In response to this question, the respondents pointed out the main sacrifices they
In response
would to to
be willing this question,
make: the respondents
“not using pointed
elevators, except forout the main
people sacrificesmobility
with reduced they
would be willing
and for to make:
transporting “not using
volumes” elevators,
and “not usingexcept
heatingfor people
and otherwith reducedinmobility
appliances the rooms
and
offor
thetransporting
residence and volumes” and “not
the cabinets”. using
These heating and
suggestions other appliances
demonstrate in the rooms
the community’s will-
In response to this question, the respondents pointed out the main sacrifices they
would be willing to make: “not using elevators, except for people with reduced mobility
and for transporting volumes” and “not using heating and other appliances in the rooms
of the residence and the cabinets”. These suggestions demonstrate the community’s
willingness
Sustainability 2023, 15, x FOR PEER REVIEW
to collaborate in the implementation of new measures and to contribute to
14 of 20
the successful pursuit of the proposed objectives for the reduction of the campus’s carbon
footprint. In contrast, in response to the question “15. Would you be available to join
inability 2023, 15, x FOR PEER REVIEW an Awareness Brigade for issues related to reducing energy 14 of consumption
20 and energy
efficiency?” more than 2/3 of respondents answered that they do not intend to actively
participate as an awareness-raising agent25%
(Figure 12).
25%
75%
75%
Ye s No
Ye s No
Figure 12. Answer to question “15. Would you be available to join an Awareness Brigade for issues
Figure 12. Answer to question “15. Would you be available to join an Awareness Brigade for issues
Figure 12. Answerrelated to reducing
to question energy
“15. Would consumption
you be andanenergy
available to join efficiency?”.
Awareness Brigade for issues
related to reducingrelated
energy to reducing energy
consumption consumption
and energy efficiency?”.and energy efficiency?”.
The last question presented to respondents asked them to choose three out of five
The last questionThe
presented to respondents
last question presentedaskedtothem to choose asked
respondents three out of five
them to choose three out of five
measures they would like to see additionally implemented on the ESA IPVC campus. The
measures they would like to see additionally implemented on the ESA IPVC campus. The ESA IPVC campus. The
measures they would like to see additionally implemented on the
results obtained are summarized in Figure 13. The respondents chose measure 16.2, which
results obtained are summarized
results obtainedinare
Figure 13. The respondents
summarized in Figurechose measure
13. The 16.2, which
respondents chose measure 16.2, which
gathered 30% ofgathered
opinions, 30% of opinions,
followed by measure followed
16.1, by 23%,
with measure
and 16.1, with
measure 23%,
16.3, with and measure 16.3, with
gathered 30% of opinions, followed by measure 16.1, with 23%, and measure 16.3, with
21%
21% of respondents. of respondents.
21% of respondents.
16.5 16.5 16% 16%
16.4 16.4 11% 11%
16.3 21%
16.3 21%
16.2 29%
16.2 29%
16.1 23%
16.1 23%
0% 5% 10% 15% 20% 25% 30% 35%
0% 5% 10% 15% 20% 25% 30% 35%
Figure 13. Results obtained in response to question “16. From the following measures, select the
three that you most agree13.
Figure with being additionally
Results obtained inimplemented
response to at ESA IPVC:
question “16.16.1.
From Conducting
the following measures, select the
Figure
awareness-raising three
13.
actionsthat
Results
for all members
obtained in response
of the ESA IPVC
to question
community;
“16. From the following measures, select the
16.2.implemented
Installation of motion
you most agree with being additionally at ESA
ESA IPVC:
IPVC: 16.1.
16.1. Conducting
Conducting
sensors in passagethree
areasthat you most agree
and bathrooms, to turnwith
on thebeing
lightsadditionally implemented
only when necessary; at
16.3. Limit the
awareness-raising
use of elevators only
awareness-raising actionsmobility,
actions
to people with reduced for all members
for all members of theinESA
of
or in situations
the ESA
which IPVC
IPVC community;
are trans-16.2. Installation of motion
community;
volumes
16.2. Installation of motion
ported; 16.4. Limitsensors
the use in
sensors in passage
of non-essential and bathrooms,
passage areaselectrical
and bathrooms,
equipment toto turn
turn
on theononthe
ESA the lights
lights
IPVC only
only
campus, when
when
such necessary;
necessary;
as 16.3.
16.3. Limit
Limit thethe
use
radios, televisions,use
of of elevators
heaters,
elevators fan only
and only to people
heaters,
to peopleamong with
withothers, reduced
reducedin the mobility,
residence
mobility, inor
or rooms, in faculty
situations
situations in which
offices,
in which volumes
volumes are trans-
are transported;
and other similar ported;
places; 16.5.
16.4.Adjust
16.4. Limit the useschool
Limit the usehours to make
of non-essential
of non-essential the most
electrical of the equipment
electrical
equipmenthourson ofthe
natural
on
ESA light
the ESAcampus,
IPVC IPVC campus,
such assuch as
radios,
and avoid the useradios,
of artificial light (whenever
televisions, heaters, theand
situation allows)”.among others, in the residence rooms, faculty offices,
fan heaters,
televisions, heaters, and fan heaters, among others, in the residence rooms, faculty offices, and other
and other
similar similar
places; places;
16.5. Adjust16.5. Adjust
school school
hours hours
to make theto make
most the hours
of the most of
of the hours
natural of and
light natural light
avoid the
5. Discussion and avoid the use of artificial light (whenever the situation allows)”.
use of artificial light (whenever the situation allows)”.
The integration of renewable energy production systems on campuses, namely PV
systems, presents
5. itself as a solution that is increasingly attracting more supporters, as it
Discussion
often allows availing of unused spaces, as is the case of buildings’ rooftops. These solu-
tions will always be more effective if they not only fulfil their purpose as an advanced
systems,
model of a renewable energy presents itself system
integration as a solution
but alsothat is environmental
reach increasingly attracting
research, more supporters, as it
e-mobility, and energy efficiency [33]. The installation of the PV system on the ESA IPVC rooftops. These solu-
often allows availing of unused spaces, as is the case of buildings’
campus allows tions
for thewill alwaysofbea more
generation effective
significant amountif they not only
of energy usedfulfil their purpose as an advanced
in a self-con-
sumption regime.model
Thus,of a renewable
it responds energytointegration
sustainably system
the energy need but
of the also reach
campus environmental research,
as well
5. Discussion
systems, presents itself as a solution that is increasingly attracting more supporters, as it
often allows availing of unused spaces, as is the case of buildings’ rooftops. These solutions
will always be more effective if they not only fulfil their purpose as an advanced model of a
renewable energy integration system but also reach environmental research, e-mobility, and
energy efficiency [33]. The installation of the PV system on the ESA IPVC campus allows for
the generation of a significant amount of energy used in a self-consumption regime. Thus,
it responds sustainably to the energy need of the campus as well as the need for carbon
emission savings. The PV system installed on the ESA IPVC campus corresponds to 19% of
the estimated annual consumption, based on the historical record over the last 11 years.
Replacing a significant part of the external electricity supply to the university campus
corresponds to a reduction of 21 tCO2 ·yr−1 emissions. Despite the environmental analysis
demonstrating that the PV system presents encouraging results towards transforming the
campus into an energy-efficient and environmentally sustainable community, it is still
necessary to proceed with the simultaneous adoption of complementary organizational
measures and to raise awareness among users (teaching staff, students, employees, and
visitors) in order to change habits. The efficient use of energy significantly contributes to
the effective reduction of consumption and the subsequent decrease in carbon dioxide emis-
sions. As Lee [77] points out, this transformation is fundamental for sustainable campus
development. At the same time, this transformation contributes to a broader evolution of
concepts, values, and attitudes concerning sustainability in individuals, organizations, and
general society.
In the case of the ESA IPVC campus, the estimated annual PV production contributes
to, as already mentioned, the satisfaction of 19% of the campus’s needs. However, this
energy production does not occur equitably throughout all the months of the year since
it is a form of energy that suffers from a high level of intermittence. Thus, the months
corresponding to the highest PV production are in spring and summer, where the days are
longer, and energy consumption with lighting is lower. On the other hand, the months
in which PV production is lower correspond to Autumn and Winter, when energy needs
increase, namely with regards to lighting, since the days are shorter, and energy is used, for
example, for portable heating equipment in the professors’ cabinets and the rooms of the
students’ residences.
This perspective shows that energy availability is not directly related to consumption.
That is, energy may not be available when it is most needed due to the intermittence of
PV energy production. For this reason, real-time knowledge of consumption becomes
essential to manage these consumptions correctly. For example, certain activities can be
carried out in the periods when PV energy is expected to be produced, in this way the
production is consumed and the need to resort to an external supply is avoided. Thus,
the combination of technical solutions, such as installing the PV system, which took full
advantage of the available space on the rooftop of the university residence, with the
adoption of organizational measures would guarantee a more effective and efficient use of
available energy. In turn, these measures must be complemented by changing the habits
of campus users and supported by raising awareness of the need to evolve towards the
sustainable development of the campus and disseminating the results in the form of key
performance indicators for the sustainability of the campus, namely, the reduction of energy
consumption and the reduction of GHG emissions compared to the pre-installation period
of the PV energy production system. This study allows for quantifying the environmental
gains obtained from adopting energy self-production measures, as presented in the study
carried out at ESA IPVC. However, to guarantee the fulfilment of genuinely sustainable
development goals, it is necessary to study other factors, namely those related to the
energy efficiency of buildings, and mainly those associated with the change of energy
consumption and storage practices. Energy storage systems are becoming increasingly
important in the effort to improve the energy efficiency and sustainability of university
campuses [78]. These systems allow for the storage of excess energy generated for later use
when energy demand is higher [79]. This helps to mitigate the intermittency of renewable
energy sources and ensures a stable and consistent supply of energy [80]. Energy storage
systems can also improve energy efficiency by enabling the use of stored energy during
peak demand periods, reducing the need to rely on fossil fuel-based power sources [81].
This not only reduces the carbon footprint of the university campus, but also reduces
energy costs and increases energy security, providing backup power in the case of power
outages, as well as ensuring the continuity of critical operations and services on campus [82].
This is especially important in emergency situations, where the campus must continue
to function with minimum disruption [83]. Energy storage systems can also serve as a
valuable educational tool, providing students and researchers with hands-on experience in
the design, installation, and operation of these systems [84]. This type of practical learning
can help to build the workforce of the future and ensure the continued development of
sustainable energy solutions [85].
As can be seen from the results obtained in the survey, although there is already a
specific recognition of the importance of the measures being implemented on the ESA
IPVC campus, there is still an alienation of a very significant section of the members of
this community. As can easily be foreseen, the success of the application of non-structural
measures of a practical nature to change habits is directly dependent on the members’
willingness to collaborate and comply with the proposed measures. This change in practice
is based on changing habits, justifying awareness-raising actions in the pursuit of this
objective. The results also indicate a considerable lack of knowledge about the ongoing
processes, which was also demonstrated by the survey carried out in this study, and which
is associated with the lack of communication (or inefficient communication, when existing)
of the measures applied or even the results obtained. However, as a form of motivation
and to involve more and more members of the academic community in the process, this
communication should not, perhaps, be limited to the mere transmission of individual
measures or results obtained with the application of any measure. With the willingness
shown by community members to play an active role in reducing the carbon footprint,
communication must include the presentation of the implementation plan as a whole,
with the precise definition of the objectives and with the results presented in the form of
performance indicators that community members easily understand, demonstrating the
evolution of the entire process.
The implementation of awareness-raising actions and the dissemination of information
through digital media, such as social networks, can provide opportunities for receiving
feedback from community members. This increased sense of integration and participation
can lead to community members becoming active agents of change in their attitudes and
behaviors, voluntarily contributing to the success of the measures that have been or will
be implemented.
6. Conclusions
The sustainability of university campuses, which encompass a vast range of functions
and activities that consume significant amounts of energy and water, and generate waste,
has become a crucial concern for those responsible for their management. One solution to
address this issue is the implementation of sustainable development initiatives, such as the
installation of autonomous energy production systems such as photovoltaics (PV). This
approach reduces the campus’s reliance on external energy sources, often generated from
fossil fuels, and reduces greenhouse gas (GHG) emissions. A case study demonstrated that
a PV system can meet 19% of the electricity requirements and decrease GHG emissions by
21 tCO2 ·yr−1 . However, in the analyzed case study, the available space for additional PV
installations has been utilized; therefore, improving sustainability indicators requires the
adoption of other measures, such as organizational changes and the active engagement
of the university community in changing their behavior to improve energy efficiency
and optimization.
Author Contributions: Conceptualization, L.J.R.N. and A.C.; methodology, L.J.R.N. and A.C.; val-
idation, I.A. and L.J.R.N.; formal analysis, A.C.; investigation, I.A., L.J.R.N. and A.C.; resources,
A.C.; data curation, I.A. and L.J.R.N.; writing—original draft preparation, I.A., L.J.R.N. and A.C.;
writing—review and editing, I.A., L.J.R.N. and A.C.; visualization, I.A., L.J.R.N. and A.C.; supervision,
L.J.R.N. and A.C. All authors have read and agreed to the published version of the manuscript.
Funding: This work is a result of the project TECH—Technology, Environment, Creativity and
Health, Norte-01-0145-FEDER-000043, supported by Norte Portugal Regional Operational Program
(NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional
Development Fund (ERDF). L.J.R.N. was supported by proMetheus, Research Unit on Energy,
Materials and Environment for Sustainability—UIDP/05975/2020, funded by national funds through
FCT—Fundação para a Ciência e Tecnologia. A.C. co-authored this work within the scope of the
project proMetheus, Research Unit on Materials, Energy, and Environment for Sustainability, FCT Ref.
UID/05975/2020, financed by national funds through the FCT/MCTES.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: The data presented in this study are available on per request to the
corresponding author.
Conflicts of Interest: The authors declare no conflict of interest.
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sustainability

Citation: Araújo, I.; Nunes, L.J.R.;

Sustainability 2023, 15, 5518. https://doi.org/10.3390/su15065518 https://www.mdpi.com/journal/sustainability

efficiency and sustainable development. To gather information on the current level of

2. A Brief Literature Review

3. Materials and Methods

Alto Minho region

Table 1. Organization of the questions presented in the survey.

Table 3. Estimation of the real production values of the PV system.

PVGIS Estimate ESA IPVC Production

4.2. Calculation of the ESA IPVC Carbon Footprint

4.2. Calculation of the ESA IPVC Carbon Footprint

Table 4. Energy sources and carbon footprint calculation.

Sustainability 2023, 15, x FOR PEER REVIEW 10 of 20

Figure 5. Data obtained

Figure 6. ResultFigure 6. Result

16.5 16.5 16% 16%

16.4 16.4 11% 11%

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