THAI NGUYEN UNIVERSITY UNIVERSITY OF AGRICULTURE AND FORESTRY DEDEK AHMAD SUPRIANTO IMPACT OF EDUCATION BACKGROUND ON PRO-ENVIRONEMENTAL BEHAVIOR OF STUDENTS IN THAI NGUYEN UNIVERSITY
INTRODUCTION
Research rationale
The environment is a vital component of life, providing numerous benefits to all living organisms Despite its importance, environmental health has been declining over the years, primarily due to human activities like deforestation and increased carbon emissions Global carbon emissions have significantly risen from 23.06 Gt CO2e in 1990 to 36.69 Gt CO2e, highlighting the urgent need for sustainable practices to protect our planet.
Urban human activities are responsible for approximately 80% of global carbon emissions, significantly contributing to climate change (Heede, 2014) The rise in carbon levels has made global warming one of the most urgent and widely discussed environmental issues worldwide (Bülbül et al., 2020) Moreover, the excessive and systematic overuse of the Earth's limited resources by humans is the root cause of climate change, highlighting that it is a symptom of broader environmental overexploitation rather than an isolated problem (Utaraskul).
The increasing environmental challenges have heightened the demand for environmental education, which plays a vital role in raising public awareness about the critical state of the environment By engaging communities, it encourages individuals to adopt sustainable habits and change their behaviors to protect the planet (Suárez-Perales et al., 2021).
Carbon emissions, as a significant component of greenhouse gases (GHGs), are closely linked to human activities and represent an urgent environmental challenge The carbon footprint (CF) serves as a key indicator for measuring GHG emissions, providing a numerical assessment of the environmental impact caused by carbon emissions, including effects such as global warming and climate change (Peters, 2010; Weidema et al., 2008; Wiedmann & Minx, 2007; Bülbül et al., 2020) Different types of CF exist, such as personal CF, CF of goods, services, and events throughout their life cycle, and CF associated with businesses, institutions, and organizations, each employing distinct thresholds and methodologies (Ashokri).
Personal carbon footprint (CF) is influenced by factors such as knowledge, values, emotions, and environmental perceptions, highlighting the importance of understanding individual behavior and awareness (Abuzririq, 2023; Dash et al., 2023) Addressing climate change requires immediate action, emphasizing the need to enhance public consciousness and promote sustainable behaviors to mitigate its impact.
Scientific knowledge and awareness are crucial in addressing environmental degradation and climate change Environmental awareness is positively linked to individuals' sensitivity toward environmental protection, as a lack of awareness can hinder pro-environmental behavior (Estrada-Araoz et al., 2023) Therefore, environmental knowledge is essential for promoting eco-friendly activities, since understanding the consequences of one's actions influences behavior (Donmez-Turan & Kiliclar, 2021) Personal norms, accountability, perceived efficacy, and awareness of environmental repercussions further contribute to pro-environmental conduct (De Groot & Steg, 2009) While increasing environmental awareness can encourage eco-friendly actions, it does not always directly lead to behavioral change (Fu et al., 2020; Wang et al., 2011).
Research indicates that individuals are less likely to act environmentally friendly voluntarily unless they experience the negative impacts of environmental issues firsthand (2002) The relationship between environmental awareness and behavior is complex and varies among studies, with opinions differing on how awareness translates into action (Fu et al., 2020) Despite these differences, fostering environmental awareness remains crucial for preventing further deterioration of our planet’s conditions.
Effective environmental management is essential to combat climate change, requiring active leadership from organizations, which are primarily responsible for greenhouse gas emissions (Varón-Hoyos et al., 2021; Robinson et al., 2018) Universities can play a vital role in this effort by utilizing carbon footprint (CF) inventories to establish baselines for achieving carbon neutrality (Kiehle et al., 2023) Given the lack of specific standards tailored to higher education institutions, consulting case studies becomes a valuable strategy for selecting appropriate environmental approaches (Kiehle et al., 2023).
In Vietnam, research on carbon footprint (CF) awareness remains limited, particularly at the university level While Lee et al (2022) have addressed energy-saving behavior among high school students, there is a critical need to explore CF among university students Universities hold significant potential to contribute to the transition toward a low-carbon economy, underscoring the importance of conducting comprehensive studies in this demographic (Davies & Dunk, 2015; Mazhar et al.).
Institutions with significant societal influence have a crucial role in informing, encouraging, assessing, and supporting activities essential for driving environmental change (Amaral et al., 2020; Gómez et al., 2016) This study aims to evaluate the relationship between students’ environmental knowledge and their corresponding behaviors, highlighting the importance of education in fostering sustainable practices.
CF, specifically students of Thai Nguyen University of Agriculture and Forestry (TUAF).
Research’s Objectives
The overall objective of this study is to assess CF of students at TUAF Within this general objective, this study has a number of specific objectives listed below:
1 To assess knowledge level of TUAF students about environmental knowledge related to CF
2 To assess the correlation between environmental knowledge and behavior of TUAF students related to CF
3 To evaluate CF of students at TUAF by calculating their carbon emissions.
Research Questions and Hypotheses
This study is guided by the following research questions:
1 What is the knowledge level of TUAF students about CF?
2 Is there any correlation between environmental knowledge and behavior of students related to CF at TUAF?
3 What is the current status of CF of students at TUAF?
The hypotheses of this study are as follows:
TUAF students have high environmental knowledge related to CF
There is correlation between environmental knowledge and behavior related to CF
TUAF students have low CF
TUAF students have low environmental knowledge related to CF
There is no correlation between environmental knowledge and behavior related to CF
TUAF students have high CF.
Scope of Study
This study examines the environmental knowledge and pro-environmental behavior of TUAF students in Vietnam, highlighting their understanding of climate change and its impacts It investigates students’ behaviors across key areas such as dietary choices, shopping habits, transportation methods, and energy consumption, emphasizing their role in environmental sustainability The research also assesses students’ awareness of environmental issues and the implications of climate change, aiming to promote eco-friendly practices within the university community.
This study, focused on TUAF students across various academic programs, was conducted during the 2024 academic year using both direct surveys and online questionnaires It explores students' knowledge of carbon emissions, their daily activities that contribute to environmental impact, and their participation in eco-friendly practices The research aims to assess awareness and engagement levels regarding carbon footprint reduction among university students.
This article analyzes cash flow patterns among students across various activity categories, including commuting to university, traveling back to hometowns, and consumption habits related to clothing, food, and personal goods It highlights the top activities that significantly contribute to the average student's cash flow, providing insights into spending behaviors and financial priorities Understanding these key contributors can help students and educational institutions better manage budgets and promote financial literacy.
This study focuses exclusively on the TUAF community, excluding other universities and individuals outside this group It specifically examines carbon emissions related to students' behavior, without addressing other environmental factors like water or waste management While data is gathered through student self-reports via questionnaires, the study recognizes that such information may be subject to biases or inaccuracies, which could impact the findings.
Limitations
Data availability remains the most significant challenge in emission calculations, often due to inaccurate, outdated emission factors (EFs), missing information, or insufficient data, especially for travel and commuting categories Gathering reliable data is particularly difficult when sources are limited or unreliable, hindering accurate carbon footprint assessments This study faced similar challenges when calculating carbon emissions for TUAF students, marking the first comprehensive effort to evaluate these emissions, with procedures developed and refined over time Data collection was significantly slowed by missing structural information that needed removal for further analysis Additionally, emission factors sourced from various references may differ from standard Vietnamese EFs, potentially leading to variations in total carbon emission results.
The voluntary nature of the survey led to low participation among TUAF students, resulting in insufficient data for accurate CF calculations To improve data quality, it is essential to develop and refine data collection procedures, including selecting appropriate variables and auxiliary factors Enhancing consistency in these procedures can reduce missing or incomplete data and minimize errors, ultimately leading to more precise and reliable CF measurements.
Definitions
Environmental education is the process of recognizing values and clarifying concepts to develop essential skills and attitudes for understanding and appreciating the interconnectedness between humans, their culture, and the bio-physical environment According to Barraza et al (2003), it emphasizes fostering awareness and comprehension of the relationships among society, nature, and cultural practices, promoting sustainable attitudes and responsible actions.
Pro-environmental behavior encompasses actions that support environmental protection across various contexts, including resource conservation like water saving, natural preservation such as participation in water and forest conservation efforts, and addressing climate change by adopting renewable energy sources instead of fossil fuels Additionally, it involves supporting eco-friendly products, such as purchasing organic foods (Schultz & Kaiser, 2012)
A carbon footprint is a precise measurement of the greenhouse gas emissions generated by a specific activity, expressed in tons of CO₂ equivalents It encompasses both direct emissions from activities controlled by the emitter and indirect emissions, such as those from purchased electricity usage Understanding and reducing carbon footprints is essential for minimizing environmental impact and addressing climate change (East & Growcom, 2008).
“Greenhouse gas” is any gas in the atmosphere that absorbs and reemits heat to keep the planet's atmosphere warmer than it otherwise would be (Brander,
LITERATURE REVIEW
Greenhouse Gas (GHG)
Globally, societies are increasingly recognizing the harmful impacts of environmental degradation on ecosystems, human health, and planetary sustainability The decline in environmental quality over the past decade is largely driven by climate change caused by human activities, which has led to serious issues such as global warming, ecological imbalances, and socio-economic challenges (Mikhaylov et al., 2020; Udara Willhelm Abeydeera et al., 2019) A primary contributor to these problems is the rising concentration of greenhouse gas emissions, which significantly accelerates climate change (D Liu et al., 2019) According to Chen & Chen (2016), global climate change is mainly driven by two factors: fluctuations in Earth's magnetic field and increased greenhouse gases in the lower atmosphere.
As a result, cutting GHG emissions has emerged as a top priority for the international community (Udara Willhelm Abeydeera et al., 2019)
By definition, GHG is any gas in the atmosphere that absorbs and reemits heat to keep the planet's atmosphere warmer than it otherwise would be (Brander,
According to the Kyoto Protocol, the six main greenhouse gases (GHGs) with significant environmental impacts are carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6) Among these, carbon dioxide is identified as the primary contributor to climate change, prompting ongoing research to develop effective mitigation strategies Despite numerous efforts by scientists and organizations to reduce GHG emissions, the most effective solution remains elusive, highlighting the need for continued research to establish successful reduction methods.
Reducing GHG emissions requires increased efforts from both the public and private sectors, alongside government action (Chuvieco et al., 2021) Studies show that 60–70% of overall emissions are linked to personal choices and lifestyles, including household consumption (Hertwich & Peters, 2009; Ivanova et al., 2016) Recent approaches to lower individual emissions include personal carbon allowances, carbon offsets, carbon footprints, carbon diets, and Carbon Reduction Action Groups, highlighting the need for diverse strategies (Baiocchi et al., 2010; Paterson & Stripple, 2010; Wilson et al., 2013) Carbon footprint calculation stands out as an effective method for accurately measuring GHG emissions and raising public awareness about their environmental impact However, combining multiple methods can enhance tracking accuracy and support the development of comprehensive mitigation strategies.
2.1.1 GHG Emissions and Its Drivers
Climate change remains a critical global issue that has garnered the attention of academics, policymakers, and the public worldwide Despite overwhelming scientific consensus on its causes and urgency, public discourse on social media and media platforms continues to reflect skepticism and concern, hindering effective action Current national efforts to reduce emissions are insufficient, falling short of the ambitious targets set by the Paris Agreement and the Sustainable Development Goals Experts highlight that to restore Earth's energy balance and prevent further climate instability, atmospheric CO2 levels must be reduced from 415 ppm to 350 ppm, emphasizing the urgent need for more aggressive climate mitigation strategies.
Rising greenhouse gas (GHG) emissions are the primary driver of climate change, causing global warming, rising sea levels, and biodiversity loss, prompting experts worldwide to prioritize emission reductions According to the IPCC’s fourth assessment report (2007), global temperatures increased by 0.74°C between 1906 and 2005, highlighting the urgency of addressing GHGs like carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O), which account for over half of the greenhouse effect as defined by the Kyoto Protocol From 1990 to 2014, global CO2 emissions increased significantly from 22.15 gigatons to 36.14 gigatons, emphasizing the need to analyze the key factors driving these fluctuations to mitigate future climate risks effectively.
Since the 19th century, greenhouse gas (GHG) emissions from land use and fossil fuel consumption have steadily increased, peaking in 2019 (Lamb et al., 2021) The 2015 Paris Agreement aimed to limit global temperature rise to 1.5-2°C above pre-industrial levels, but current emission trends and policy commitments threaten these targets (Hửhne et al., 2020) Human activities in cities are responsible for approximately 80% of worldwide carbon emissions, primarily from power generation and fuel combustion during transportation (Heede, 2014; Udara Wilhelm Abeydeera et al., 2019) The IPCC Working Group III identifies five key sectors responsible for global GHG emissions: energy systems, industry, buildings, transportation, and AFOLU (agricultural, forestry, and land use), which collectively cover industrial processes, land-based emissions and removals, energy supply, and energy consumption (Hửhne et al., 2020).
Addressing climate change presents unique challenges across industries, with coal-powered electricity generation being a major source of GHG emissions due to a small number of highly polluting and long-lasting units that are politically difficult to retire (Jakob et al., 2020) Emissions from buildings and transportation are widespread, involving numerous actors and complex infrastructure, urban design, and daily behaviors, which complicate mitigation efforts from both technological and social perspectives (Creutzig et al., 2015) Industry-related emissions from the production of metals, chemicals, cement, and other essential resources can be reduced rapidly, as many processes are inefficient and present significant opportunities for quick emissions reductions (Davis et al., 2018; Rissman et al., 2020) Meanwhile, AFOLU emissions, linked to food, feed, and timber production, pose a particularly challenging issue due to the finite land resources and conflicting demands of millions of actors globally, making sustainable land use and resource management crucial in climate mitigation (IPCC, 2019).
Researchers from around the world have been concentrating a lot of effort on finding ways to lower carbon emissions (Udara Willhelm Abeydeera et al.,
Carbon emission monitoring at product, organization, municipal, and national levels is essential for developing effective environmental policies aimed at reducing overall carbon footprints (Udara Willhelm Abeydeera et al., 2019) Increased global awareness has driven researchers to focus on measuring carbon emissions, both at national and global scales, to better understand and combat climate change (L.-J Liu & Liang, 2017) These efforts highlight the importance of comprehensive carbon monitoring as a critical resource for informing environmental strategies worldwide (Udara Willhelm Abeydeera et al., 2019).
Vietnam has experienced a significant increase in carbon emissions over the past decades, with household sources remaining the primary contributor—accounting for 83% in 1990 and 76% in 2014 (Duan et al., 2022) In 2021, Vietnam emitted approximately 457.05 million tonnes of CO2 equivalent, representing 0.96% of global emissions, with 334.39 million tonnes being carbon dioxide While Vietnam's emissions are notable, all nations share responsibility for global carbon emissions, which are influenced by their development needs and international production demands (Jiang et al.).
Study findings from 2019 have been utilized by global decision-makers to understand the current state of carbon emissions and develop effective strategies for future emission reductions, supporting international efforts to combat climate change (Udara Wilhelm Abeydeera et al., 2019).
Figure 1: Vietnam GHG emissions (source: Climate Watch Historical GHG
Note: Vietnam GHG emissions, including total GHG emissions and carbon emissions (picture labels going top to bottom)
Environmental Education
To prevent further environmental disruptions caused by human activities, protecting the ecological balance and natural environment is crucial Embracing environmentally friendly habits and values can lead to a cleaner, healthier, and more sustainable Earth, as highlighted by Amin et al (2019) Environmental education plays a vital role in motivating individuals to adopt sustainable behaviors by increasing awareness of their impact on the planet (Amin et al., 2019) Such education is essential for the development of individuals, communities, and the global society, fostering knowledge, attitudes, personal commitments, and skills necessary for responsible environmental action (Harnisch et al., 2014; Sanera, 1998).
Education plays a crucial role in raising awareness about the environment and promoting sustainable living techniques Teachers can inspire students to adopt environmentally friendly behaviors that help preserve the planet for future generations by emphasizing the importance of environmental protection.
Environmental education in 2012 plays a crucial role in fostering students' sense of ownership and responsibility for the natural world, by teaching the value of biodiversity, the impacts of climate change, and human influence on the environment This knowledge empowers communities to adopt sustainable behaviors and actively work to reduce their negative environmental effects, promoting a more eco-conscious society (Ramírez Suárez et al., 2023).
A growing number of educators believe that education should focus on developing critical thinking, problem-solving, creativity, and social-emotional skills alongside traditional knowledge transmission Innovative teaching strategies like project-based, inquiry-based, and experiential learning aim to actively engage students and provide practical opportunities to apply their skills (Ramírez Suárez et al., 2023) Jacobi (2005) emphasizes that environmental education should be integral to pedagogical practices, reflecting on the environmental crisis and global insecurity as a civilization crisis rooted in societal models, and not merely as an add-on.
Environmental education aims to develop environmentally literate citizens capable of addressing resource sustainability and environmental challenges, serving as an approach, philosophy, tool, and profession (Monroe et al., 2008; UNESCO, 1978; Wheaton et al., 2018) It fosters participation in sustainable human-nature interactions by cultivating attitudes, values, knowledge, and skills necessary for pro-environmental actions across all age groups in both formal and informal settings (Mastrángelo et al., 2019; Leal Filho et al., 2018) Effective environmental education can improve the management of diminishing natural resources by equipping students with the knowledge and abilities to lead community efforts and make sustainable resource decisions (Uralovich et al., 2023) As environmental and sustainability issues evolve, continuous critical thinking, engagement, and decision-making are essential for individuals and communities to adapt and thrive (Ardoin & Bowers, 2020).
Pro-Environmental Behavior
Environmental degradation negatively impacts human health, ecosystems, and the future sustainability of life on Earth Key human activities such as deforestation, industrialization, and consumerism drive resource depletion and environmental harm Climate change, driven by increased carbon emissions from fossil fuel combustion, results in rising sea levels, extreme weather events, and global warming Promoting environmentally conscious actions—like recycling, reducing water consumption, and using energy-efficient appliances—is essential to protect natural resources (Ramírez Suárez et al., 2023) Since nearly every human action interacts with the environment, all human behavior can be considered environmental behavior, highlighting the importance of individual and collective effort in environmental preservation (Krajhanzl, 2010).
Social studies today redefine "environmental behavior" as actions impacting the environment, primarily focusing on energy consumption, raw material use, waste management, and pollution This perspective stems from the ongoing environmental changes caused by human activities that affect ecosystems, the biosphere, and climate (Mónus, 2021) In a narrow sense, environmental behavior is any conduct that significantly influences the environment (Krajhanzl, 2010) According to environmental science, pro-environmental behavior is defined as actions that aim to preserve or promote a healthy environment, considered beneficial within societal contexts (Krajhanzl, 2010).
Pro-environmental behavior encompasses a wide range of actions aimed at protecting the environment across various contexts, including resource conservation like water saving, natural preservation such as forest conservation, addressing climate change through switching to renewable energy sources, and supporting eco-friendly products like organic foods (Schultz & Kaiser, 2012) These behaviors can be categorized as private actions, such as composting and reducing home energy use, or public initiatives like using public transportation (Ones et al., 2015) The complexity of pro-environmental behavior is influenced by multiple causal factors, as highlighted by Palupi & Sawitri (2018), indicating the multifaceted nature of encouraging sustainable practices.
Pro-environmental behavior has been primarily analyzed through the lenses of the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB), which identify key psychological factors influencing environmental actions Research has developed various models based on these frameworks to understand what drives individuals toward eco-friendly behaviors (Bang et al., 2000; Klürenckner, 2013; D Li et al., 2019; Russell et al., 2017) Environmental education is recognized as a crucial factor in promoting sustainable behaviors, with studies emphasizing its significant role in shaping pro-environmental actions (Earle & Leyva-de la Hiz, 2021; Hansmann et al., 2020; Zsóka et al., 2013) Two main perspectives analyze how environmental education impacts behavior: the instrumental perspective, which aims to directly influence targeted groups’ eco-friendly behaviors, and another viewpoint that explores broader motivational and cognitive processes behind environmental stewardship.
The emancipatory or intrinsic approach in environmental education focuses on creating opportunities that promote independent thinking, active discussion, and self-directed action plans (Wals et al., 2008) Currently, there is an ongoing debate within academia regarding whether environmental education should be aligned with this perspective or the traditional methods.
Carbon Footprint and Higher Education Institution
Greenhouse gas emissions, particularly carbon emissions, have become a focal point for experts concerned with environmental impacts Efforts to reduce these emissions are a primary focus of current research, emphasizing strategies to mitigate their effects Among various methods to quantify carbon emissions, the Carbon Footprint (CF) approach is the most widely adopted According to the Intergovernmental Panel on Climate Change (IPCC), accurately measuring and managing carbon emissions is crucial for addressing climate change effectively.
A "carbon footprint," as defined by the IPCC Guidelines (2006), is a representation of the impact on climate expressed in terms of total greenhouse gases (GHG) produced, measured in CO2e units, as a result of an organization's activities Wiedmann and Minx (2007) explained that carbon footprint assesses all greenhouse gas emissions associated with a system’s operations, including both direct emissions and some indirect emissions within the system's boundaries.
Calculating individual carbon footprints (CF) has shown great potential in increasing public awareness of how personal lifestyle choices impact climate change and motivating concrete actions to reduce emissions (Büchs et al., 2018; Mulrow et al., 2019; Chuvieco et al., 2021) Recent developments include the creation of various databases and tools that simplify quantifying personal emissions and evaluating mitigation strategies (Moberg et al., 2019; Petersson et al., 2021) Using CF as a means to measure greenhouse gas emissions offers significant benefits, such as progressing toward carbon neutrality—achieving a net-zero balance of GHG emissions—by first tracking and controlling individual outputs and then implementing reduction strategies (Kiehle et al., 2023) Numerous organizations, institutions, and nations worldwide are actively pursuing emission reductions and strategies to attain carbon neutrality, contributing to global climate change mitigation efforts (Kiehle et al., 2023).
Universities, or higher education institutions (HEIs), are organizations dedicated to postsecondary education and research across diverse subject areas, playing a vital role in society (Valls-Val & Bovea, 2021) They are expected to serve as role models by promoting free speech, critical thinking, transparency, inclusivity, and long-term sustainability (Yaủez et al., 2019) Additionally, universities significantly contribute to sustainable development and climate action through research, education, and community services (Cordero et al., 2020) Establishing a baseline for higher education institutions aiming for carbon neutrality is essential for guiding their sustainability efforts.
Carbon footprint (CF) is an important component of greenhouse gas emission inventories, helping institutions measure their environmental impact (Kiehle et al., 2023) Universities play a crucial role in addressing climate change by calculating, tracking, disclosing, reducing, and offsetting their carbon emissions Leading by example, higher education institutions can demonstrate environmental responsibility and contribute significantly to global sustainability efforts.
CF as models of sustainable institutions (Valls-Val & Bovea, 2021)
As environmental, social, and economic challenges grow more urgent, sustainability has become essential for addressing the disparities between environmental preservation and human development (Elliot & Wright, 2013) Higher Education Institutions (HEIs) are actively working to embed sustainability into their curricula, governance, research, community outreach, campus life, and institutional philosophies (Hopkinson et al., 2008; Bieler & McKenzie, 2017; Shriberg, 2003; Brinkhurst et al., 2011) Despite many universities implementing sustainable practices, significant obstacles still hinder their effectiveness, making it crucial for HEIs to raise awareness of climate change and exemplify sustainable living as role models (Butt et al., 2014).
2.4.1 Commonly Used Methodologies for Calculating Carbon Footprint
The carbon footprint (CF) represents the total greenhouse gas (GHG) emissions linked to a specific action, procedure, organization, or entity, and its calculation depends on clearly defined methods and scope (X Li et al., 2015) Currently, environmental input-output modeling is considered the most effective approach for accurately assessing CF within a targeted scope (Peters, 2010) For example, Ozawa-Meida et al (2013) integrated bottom-up lifecycle assessment with top-down supply-chain economic input-output analysis to evaluate the CF of a UK university, revealing that travel, procurement, and building energy use each contributed approximately equally to the university’s overall GHG emissions (X Li et al., 2015).
The GHG Protocol Standards, developed by the World Resources Institute (WRI) and the World Business Council for Sustainable Development (WBCSD), are widely recognized for establishing comprehensive frameworks for carbon footprint calculations Additionally, the British Standards Institution's (BSI) Publicly Available Specification (PAS) guidelines offer valuable guidance on greenhouse gas inventory management The International Organization for Standardization's (ISO) standards further provide globally accepted methodologies to ensure accurate and consistent carbon footprint assessments These guidelines are essential for organizations aiming to accurately measure and reduce their greenhouse gas emissions.
According to Gao et al (2014), there are two primary approaches to calculation methodologies, depending on the specific subject of inquiry For smaller-scale product-based estimates, these methods are primarily grounded in Life Cycle assessment techniques, ensuring accurate and comprehensive evaluation.
The Life Cycle Assessment (LCA) approach, as outlined by Kiehle et al (2023), provides a comprehensive framework for evaluating the environmental impacts of organizations, businesses, or institutions Guidelines recommend utilizing a method akin to Environmentally Extended Input-Output Analysis (EEIOA), which effectively assesses emission contributions based on economic activity (Gao et al., 2014) Different assessment approaches can be employed depending on the specific attributes of emissions, including their source and release mechanisms, ensuring a tailored and accurate evaluation of environmental impact (Kiehle et al., 2023).
Although there are established standards for calculating an organization's
Cloud forums (CF) are not specifically designed with higher education institutions' (HEIs) needs in mind, highlighting a misalignment between the technology and institutional requirements (Kiehle et al., 2023) Robinson et al (2018) emphasize that universities differ from businesses primarily in their core activities and the infrastructure needed to support them, necessitating different resources for teaching and learning environments compared to service or industry sectors (Kiehle et al., 2023) Several technique evaluations describing methods for assessing CF in HEIs have been published in scientific literature, including studies by Helmers et al., providing valuable insights into effective evaluation approaches (Kiehle et al., 2023).
Key studies by Robinson et al (2018), Valls-Val & Bovea (2021), and 2021 highlight significant insights in the field However, research also indicates that the availability of peer-reviewed case studies varies across different geographical regions, with some areas having a higher volume of published work than others (Kiehle et al., 2023) Understanding these regional disparities is essential for advancing comprehensive and geographically diverse research in this domain.
A common approach to calculating a university's CF is to use a hybrid model that combines two distinct approaches to evaluating environmental impacts: Environmentally Extended Input-Output-Analysis (EEIOA) and Life-Cycle
Assessment (LCA) enables the integration of best practices from various strategies and customizes the calculation model to suit the unique features of each university (Kiehle et al., 2023) In addition to life cycle assessment, surveys and questionnaires are commonly employed alongside analysis of travel and commuting data, as demonstrated by studies at institutions such as Birla Institute of Technology and Science Pilani, Sir Parashurambhau College, De Montfort University, and the University of Talca (Sangwan et al., 2018; Kulkarni, 2019; Ozawa-Meida et al., 2013; Yaủez et al., 2019) (Kiehle et al., 2023) Utilizing a hybrid approach by combining various techniques helps tailor the calculation model to the specific features of each university, improving accuracy and relevance.
In 2023, methods for calculating personal carbon footprints (CF) can be applied to students, as demonstrated by Tongji University (X Li et al., 2015) Their approach integrates direct estimates of activity intensities with emission factors (EF) derived from input-output analysis and engineering judgment, providing a comprehensive and reliable assessment of individual environmental impact.
RESEARCH CONTENT AND METHODOLOGY
Time and Place
The study was carried out from April, 2024 until August, 2024 It was conducted in Thai Nguyen University of Agriculture and Forestry (TUAF), Vietnam.
Instrument and Materials
This study employed a variety of instruments, including an officially obtained students list and a well-constructed questionnaire, to gather comprehensive data on TUAF students' environmental knowledge and behavior related to climate change (CF) The questionnaire comprised three sections: demographic information, environmental knowledge about CF using dichotomous and multiple-choice questions, and environmental behavior toward CF measured on a 1-4 Likert scale, with 1 indicating "never" and 4 indicating "always" (see Begum et al., 2021; Estrada-Araoz et al., 2023) Multiple-choice questions were incorporated to obtain detailed insights into students' CF practices Based on the questionnaire responses, students’ CF knowledge and behaviors were calculated, with specific items on knowledge and practice summarized in Table 1 The complete questionnaire is available in the Appendix, ensuring transparency and comprehensiveness in data collection for this environmental behavior study.
Table 1 List of knowledge and practice questions
Section Sub-section Code Question
Have you ever attended any course, lecture or seminar about environmental education?
Q2 Do you know about climate change? Q3 Do you know about carbon footprint?
Do you know that you can measure your carbon footprint?
Q5 Do you think it is important to know your carbon footprint?
Do you think it is important to reduce individual carbon footprint to fight climate change?
Do you intend to reduce your carbon footprint (i.e by changing your lifestyle)?
Q1 How often do you eat meat or any other animal products (i.e egg, milk, cheese)?
How often do you eat fast food or eat outside (including university canteen)?
Q3 How often do you eat processed food (i.e prepackaged food/frozen food)?
How often do you buy imported food instead of locally produced food?
Q5 How often do you drink bottled water?
Q1 How often do you mix all your garbage (without separating it)?
Q2 How often do you avoid recycling your waste?
When I leave my room, I leave the light on
Q4 How often do you use your laptop in your room?
How often do you use water heater when you take a shower?
How often do you take vehicles (motorbike, car, or bus) to go to the university/class?
Q2 How often do you travel by airplane for vacations or trips back home?
How often do you buy new clothes rather than second-hand or recycled clothes?
Q2 How often do you buy clothing to follow fashion trends, even if you don't need it?
How often do you buy single-use items (such as fast fashion or disposable products)?
How often do you buy imported fashion items (like shirts, trousers, or shoes) rather than locally produced alternatives?
Methods and Procedures
This study employed a mixed-methods approach, combining qualitative methods to assess TUAF students' knowledge and practices related to climate change (CF) with quantitative methods to measure CF numerically The research design was non-experimental, observing and measuring environmental knowledge and pro-environmental behavior without intentionally altering variables (Estrada-Araoz et al., 2023) Primary data were collected through surveys and questionnaires, with no reliance on existing empirical studies for comparison Data collection involved both direct surveys, where participants responded to tailored questionnaires, and indirect surveys conducted via online Google Forms Student data were obtained through official university sources, including the AEP office for international students and the Student Affairs Office for regular students.
This study targeted students at Thai Nguyen University of Agriculture and Forestry from all academic majors, as university students are vital future leaders, decision-makers, and scholars in political, economic, and social sectors (Lozano, 2006) The data were collected from a homogeneous group—students—resulting in low random errors (Begum et al., 2021) Due to their coursework, which involves extensive literature review on environmental issues, university students tend to be more concerned with ecological health (Janmaimool & Khajohnmanee, 2019; M.-S Kim et al., 2018) The sample comprised 207 students, including both males and females across various education levels and majors, providing a diverse yet focused dataset for analysis.
This study utilized descriptive statistical analysis presented through tables and figures generated via SPSS software to effectively illustrate the data Spearman’s correlation coefficient was employed to assess the significance of relationships between variables Additionally, Cronbach’s alpha analysis was conducted to evaluate data reliability, resulting in a value of 0.614, which indicates acceptable internal consistency and data reliability.
Carbon Footprint (CF) measures greenhouse gas emissions expressed in CO2 equivalents, either directly or indirectly caused by activities throughout a product's lifecycle (Yaủez et al., 2019) To calculate students' CO2 emissions, activity data and emission factors are essential, with activity data providing detailed information on emission-related activities like gasoline consumption, and emission factors converting this data into CO2e emissions CF calculation involves multiplying activity data (e.g., energy use) by corresponding emission factors, which are sourced from various references detailed in Table 2 Data collection relies on questionnaires to gather behavioral information from students, while emission factors are obtained from reputable sources to ensure accurate estimation.
Table 2 Emission factors used in the CF calculation of the students at TUAF
(gasoline) gCO2e/liter 2597.86 Sudarti et al., 2022
Car (gasoline) gCO2e/liter 2597.86 Sudarti et al., 2022
Bus kgCO2e/passenger-km 0.101 Greenhouse Gas Protocol, 2024 Coach kgCO2e/passenger-km 0.027 Greenhouse Gas Protocol, 2024
E-Car gCO2e/kWh 900 World Bank Group, 2022
Domestic kgCO2e/passenger-km 0.079 Greenhouse Gas Protocol, 2024
International kgCO2e/passenger-km 0.074 Greenhouse Gas Protocol, 2024
Vietnam’s power grid kgCO2e/kWh 0.7221 Nguyen & Nguyen, 2024
Shirt kgCO2e/item 2.0785 Biermann & Grieve, 1998 Trouser kgCO2e/item 4.3732 Biermann & Grieve, 1998
Shoes kgCO2e/item 9.1750 Mahmud et al., 2021
Notebook kgCO2e/item 0.4163 Ta Thi & Thi Anh, 2020
Meal with meat kgCO2e/meal 2.172 (Kiehle et al., 2023)
RESULT AND DISCUSSION
Result
This chapter presents a comprehensive analysis of survey data to explore the correlation between environmental knowledge and practical behaviors related to Circular Fashion (CF) among TUAF students It discusses how the data support the research hypothesis and address key research questions The findings include an assessment of the current CF status among TUAF students, with results displayed through detailed tables and figures illustrating various factors influencing CF The analysis, conducted using SPSS and Microsoft Excel, utilizes questionnaire data and emission factors from multiple sources to measure CF practices and environmental awareness among students These insights help in understanding the relationship between environmental knowledge and practical application in the context of sustainable fashion.
4.1.1 Environmental Knowledge and Practice of TUAF Students Related to
Based on the data analysis from the questionnaire, TUAF students demonstrate promising environmental knowledge related to climate change (CF) Six out of seven questions received positive responses, indicating a strong awareness among students, while only one question showed negative feedback Detailed insights into the students’ awareness levels are illustrated in Figure 3, highlighting the overall encouraging understanding of environmental issues among TUAF students.
Figure 3: Knowledge Level of TUAF Students on CF
The survey results depicted in Figure 3 reveal a diverse level of environmental knowledge among TUAF students, particularly concerning carbon footprint (CF) Approximately 70% of students have engaged in environmental courses or seminars, indicating solid awareness About 65% are familiar with the concept of CF, demonstrating promising knowledge Attitudes toward reducing CF are overwhelmingly positive, with 71% recognizing its importance, 81% intending to cut their own CF, and 87% willing to make lifestyle changes However, over half of the respondents are unaware they can measure their CF, pointing to a gap in practical understanding that environmental education efforts can address.
Have you ever attended any course, lecture or seminar about environmental education?
Do you know about climate change?
Do you know about carbon footprint?
Do you know that you can measure your carbon footprint?
Do you think it is important to know your carbon footprint?
Do you think it is important to reduce individual carbon footprint to fight climate change?
Do you intend to reduce your carbon footprint (i.e. by changing your lifestyle)?
4.1.2 Relationship between environmental knowledge and behavior of
TUAF students related to CF
Knowledge level of students on CF can be correlated with students’ behaviors
This article examines the relationship between students’ knowledge of carbon footprint (CF) and their practices using Spearman's correlation coefficient analysis Spearman's correlation measures the strength and direction of the association between two ranked variables, making it ideal for this study In this context, students’ knowledge is represented by yes/no responses, while their practices are assessed on a four-point Likert scale, from "never" to "always," with higher scores indicating more frequent carbon-emitting behaviors The findings offer insights into how awareness influences behavioral habits related to carbon footprint management among students.
Research reveals unexpected findings linking diet and environmental knowledge Notably, there is a significant positive correlation between knowledge about climate facts (Q4) and higher carbon-emitting dietary behaviors (Q1), with ρ = 0.291 and p = 0.015, indicating that students with greater climate knowledge tend to consume more meat, contributing to increased carbon emissions Similarly, increased awareness about climate facts (Q4) is associated with greater consumption of processed foods (Q3), with ρ = 0.295 and p = 0.014, which also results in higher carbon footprints Additional positive correlations are observed between other knowledge areas—Q5, Q7—and dietary practices such as processed food consumption and other emission-related behaviors, emphasizing that higher climate knowledge does not necessarily translate to lower carbon-emitting dietary choices.
Table 3 Correlation between Knowledge and Behavior on CF
(*) Correlation is significant at 0.05 level
(**) Correlation is significant at 0.01 level
See Table 1 for detailed questions
There are significant negative correlations between students' knowledge of carbon footprints (Q3, Q4, Q5) and their transportation practices (Q2), indicating that increased environmental awareness leads to lower-carbon transportation behaviors Specifically, students with greater understanding of carbon footprints are more likely to choose sustainable transportation options such as public transit, walking, or cycling This finding confirms that environmental knowledge positively influences individuals to adopt more eco-friendly transportation habits, aligning with existing research on reducing transportation-related carbon emissions through increased awareness.
The study indicates that, overall, there are weak and insignificant correlations between students’ daily activities and their knowledge about carbon footprints A slight negative correlation was found between knowledge question 6 and daily activity question 1 (ρ = -0.294, p = 0.014), suggesting that more knowledgeable students tend to engage in slightly less carbon-intensive daily activities, although the effect remains modest Additionally, no significant relationships were observed between shopping habits and carbon footprint knowledge, indicating that students’ awareness does not greatly influence their shopping behaviors Similarly, there is no significant correlation between showering habits and knowledge, implying that students’ understanding of carbon emissions does not notably affect behaviors such as water heater usage.
4.1.3 Current Status of Carbon Footprint of TUAF Students
Understanding the current status of carbon footprints (CFs) among students is crucial for identifying areas to enhance environmental practices and promote sustainable behaviors This analysis focuses on the carbon emissions linked to students at TUAF, examining the overall distribution of emissions, the contribution of different activity categories, and highlighting the key activities that significantly influence their total carbon footprint.
Table 4, "Distribution of Carbon Emissions of TUAF Students," highlights the overall patterns of carbon footprints among the student population, providing valuable insights into their environmental impact Figure 4, "Student Carbon Footprint from Different Activity Categories," offers a detailed analysis of the specific activities that contribute most significantly to students' carbon emissions These insights are essential for understanding where targeted efforts can be made to reduce students' ecological footprints.
Table 5 depicting "Top Seven Activities That Contribute to the Average Student
The "Carbon Footprint" study identifies key behaviors and practices among students that contribute to their environmental impact, emphasizing the importance of targeted interventions and awareness campaigns By analyzing these patterns, we gain valuable insights into the main sources of carbon emissions among TUAF students This information will inform future strategies to reduce students' carbon footprints and promote greater environmental consciousness on campus.
Table 4 Distribution of Carbon Emission of TUAF Students
Category Total tCO 2 e per year tCO 2 e/student/year
Table 4 details the distribution of carbon emissions among TUAF students, highlighting an annual total of 333.678 tCO2e across five activity categories, with an average of 1.612 tCO2e per student Dietary choices are the largest contributor, accounting for 128.078 tCO2e annually, or 0.619 tCO2e per student, emphasizing the significant impact of food consumption on carbon footprints Conversely, students’ shopping activities result in the lowest emissions, totaling 12.826 tCO2e per year, or 0.062 tCO2e per student, indicating that shopping has a comparatively lower carbon footprint.
Transportation, daily activities, and showering significantly contribute to overall carbon emissions, with annual emissions of 91.459, 54.556, and 46.758 tCO2e, respectively On a per-student basis, these activities emit approximately 0.442, 0.264, and 0.226 tCO2e annually, highlighting their impact on individual carbon footprints The data emphasizes that dietary habits are the major contributor to total carbon footprint among TUAF students, suggesting that targeted interventions in diet and transportation could effectively reduce overall emissions.
Figure 4 provides a detailed breakdown of carbon emissions sources among TUAF students, revealing that dietary choices are the largest contributor at 38% Transportation follows closely, contributing 28%, while daily activities account for 16% Water heating and shopping habits represent 14% and 4% of the total carbon footprint, respectively, with shopping having the smallest impact These insights highlight the key behavioral factors influencing students' carbon emissions.
Figure 4 illustrates the student carbon footprint across various activity categories, highlighting the overall environmental impact It emphasizes the significant contributions of shopping habits, transportation, and daily activities to students' total carbon emissions The pie chart visually represents these segments, providing insights into which areas can be targeted for sustainability improvements By understanding the key factors driving student carbon footprints, stakeholders can develop more effective strategies to reduce overall greenhouse gas emissions and promote environmentally conscious behaviors.
Clothing purchases significantly contribute to students' carbon emissions, with trousers accounting for 48%, shoes 27%, and shirts 25% of shopping-related emissions Among shopping activities, clothing selection has a notable environmental impact, especially in reducing overall carbon footprints Transportation is the second-largest source of emissions, primarily driven by air travel, which makes up 83% of transportation-related emissions Other travel activities include university-to-hometown commutes at 11% and home-to-university trips at 6%, with airplane travel being the dominant contributor Understanding these key factors highlights the importance of sustainable shopping choices and travel habits in minimizing students' carbon footprints.
Discussion
4.2.1 Environmental Knowledge and Behavior of TUAF Students Related to Carbon Footprint
Environmental knowledge and behavior are crucial in shaping individuals' understanding and responses to carbon emission issues This study assessed TUAF students' environmental awareness and their behaviors related to carbon footprints (CF), highlighting the importance of fostering sustainability within the university community Enhancing environmental consciousness among students can lead to more responsible actions and contribute to broader sustainability efforts on campus.
Figure 3 reveals that students possess varying levels of awareness about carbon footprint (CF), with many showing a basic understanding, yet a significant portion lack knowledge on how to actively measure and reduce their emissions This aligns with research by Reis & Ballinger (2020), indicating that local communities often do not receive sufficient information from climate organizations like the IPCC While general climate change awareness is common, detailed knowledge of CF and individual actions remains limited Encouragingly, 87% of students intend to reduce their CF, signaling a positive shift toward sustainable behaviors However, a gap exists between students’ motivation and their practical understanding of tools and methods to track and diminish their CF, highlighting the need for targeted educational programs Previous studies by Chuvieco et al (2021) and Dreijerink & Paradies (2020) support this, emphasizing that although students are motivated, they often lack the practical knowledge needed to implement lifestyle or consumption changes for sustainability.
Despite 71% of students recognizing the importance of understanding their carbon footprint (CF), only 43% are aware that it can be measured, highlighting a disconnect between environmental awareness and practical action While 94% of students are aware of climate change, indicating effective climate education, there is a need to deepen understanding of specific, actionable aspects of sustainability, such as CF measurement Research shows that emphasizing individual contributions—like food choices' carbon intensity and energy use—is crucial for increasing student engagement in sustainable behaviors Bridging this knowledge gap can foster more practical implementation of environmental practices among students, aligning awareness with tangible actions.
Students exhibit moderate awareness of carbon footprint (CF) and are motivated to reduce their emissions, highlighting the need to enhance their knowledge and practical tools for action Universities, especially TUAF, can foster sustainable behaviors by building on students' existing motivation through targeted educational programs These programs should emphasize the importance of tracking and reducing personal CF to promote more effective and lasting environmental responsibility.
This study examines the relationship between students' knowledge of carbon footprint (CF) and their practices using Spearman's correlation coefficient analysis Spearman's correlation measures the strength and direction of associations between two ranked variables, providing insights into how knowledge influences behavior In this context, students' knowledge is assessed through yes/no responses, while their practices are evaluated on a four-point Likert scale from "never" to "always," with higher scores indicating more frequent carbon-emitting behaviors The findings highlight the correlation between awareness and environmental practices among students, emphasizing the importance of education in promoting sustainable behaviors.
Recent findings reveal that higher knowledge about carbon footprint (CF) is unexpectedly associated with more carbon-intensive dietary behaviors Specifically, there is a significant positive correlation between knowledge Q4 and diet practice Q1 (ρ = 0.291, p = 0.015), indicating that students with greater CF knowledge tend to consume more meat, contributing to increased carbon emissions Additionally, a similar pattern is observed between knowledge Q4 and diet practice Q3 (ρ = 0.295, p = 0.014), where students with higher CF awareness are more likely to consume processed and prepackaged foods Further correlations include knowledge Q5 (ρ = 0.285, p = 0.017) and Q7 (ρ = 0.277, p = 0.021; ρ = 0.288, p = 0.016) with various diet practices (Q2 and Q3), suggesting that increased knowledge does not necessarily lead to lower carbon emission behaviors in dietary choices.
Table 3 explores the relationship between TUAF student’s knowledge of
Research indicates a negative correlation between carbon footprint awareness and environmentally responsible behaviors, suggesting that higher understanding of environmental issues encourages more sustainable actions Students more aware of carbon-related problems tend to engage in eco-friendly activities like reducing energy use, choosing walking, cycling, or public transportation, and adopting sustainable fashion However, this moderate correlation highlights that knowledge alone is not enough; barriers such as convenience, cost, and peer influence can hinder the translation of awareness into consistent action.
Research indicates that, surprisingly, students with greater knowledge of carbon footprint (CF) tend to adopt higher carbon-emitting dietary behaviors, such as increased consumption of meat and processed foods (ρ = 0.291, p = 0.015; ρ = 0.295, p = 0.014) Despite being aware of the environmental impacts of their dietary choices, this knowledge does not necessarily translate into sustainable eating habits Additionally, positive correlations between CF knowledge and less eco-friendly dietary choices (e.g., ρ = 0.285, p = 0.017) highlight a broader trend observed in previous studies by Enriquez & Archila-Godinez, suggesting that increased awareness alone may not drive behavioral change towards more sustainable diets.
(2022) and Manan (2016), where knowledge does not always directly lead to behavior change, particularly in areas where social and cultural preferences may play a strong role
Research indicates that students with higher climate change (CF) knowledge are more likely to adopt low-carbon transportation behaviors, such as using public transit, walking, or cycling, demonstrating a significant negative correlation (ρ = -0.411, p < 0.001; ρ = -0.448, p < 0.001) This suggests that environmental awareness effectively drives behavioral change in transportation choices These findings align with studies by Ferrer & Thomé (2023), Xiao et al (2022), and Xu et al (2018), highlighting transportation-related carbon emissions as an area where individuals can readily modify their behavior based on environmental knowledge Conversely, daily activities like shopping habits, water heater usage, and showering show weak or no significant correlations with CF knowledge, indicating that awareness does not strongly influence these routines This is consistent with research by Gardner (2022), Gardner & Rebar (2019), and Phillips & Mullan (2023), which emphasizes that ingrained routines, social norms, and convenience often have a greater impact on personal habits than environmental awareness.
Enhancing environmental behavior requires a comprehensive approach that goes beyond raising awareness to include practical solutions addressing structural barriers such as affordable sustainable options and reliable public transport Integrating sustainability into the university's social and cultural fabric through peer-led initiatives, campaigns, and policy changes can effectively bridge the gap between environmental knowledge and actual behavior These strategies are essential for promoting lasting behavioral change among students and fostering a culture of sustainability on campus (Helferty & Clarke, 2009; Murray, 2018; Vare, 2021).
4.2.2 Current Status of Carbon Footprint of TUAF Students
Analyzing the current carbon footprint (CF) of TUAF students offers valuable insights into the key activities driving their overall emissions Identifying the main sources of emissions and understanding their distribution across various student activities are essential for developing targeted strategies to reduce the university's carbon footprint This evaluation highlights the most significant contributors to student-related emissions and informs effective measures for sustainable campus practices.
Table 4 illustrates that diet and transportation are the primary sources of carbon emissions among TUAF students, with diet responsible for 128.078 tons of CO2e annually and each student contributing approximately 0.6187 tons of CO2e per year This pattern aligns with common global trends where food production, especially meat consumption, significantly drives greenhouse gas emissions Students’ dietary habits, particularly high animal product intake, substantially impact their carbon footprint, emphasizing the potential benefits of adopting more plant-based diets to reduce environmental impact.
Transportation is the second-largest contributor to carbon emissions, accounting for 91.459 tons of CO2e annually, or 0.442 tons of CO2e per student This high emissions level is driven by students' reliance on motorcycles, scooters, and private vehicles, especially in Vietnam where public transportation infrastructure is limited in rural and semi-urban areas International students at TUAF also contribute to transportation emissions by traveling long distances, often by air, to reach the university Additionally, travel during holidays to hometowns significantly increases carbon emissions, with air travel being a major factor To reduce this impact, promoting the use of bicycles, public transportation, and electric vehicles can be effective strategies.
Daily activities and showering are also significant contributors to the overall
Our analysis shows that household activities and routine energy uses, such as appliances, electronic devices, and water heating, account for approximately 30% of total carbon emissions, highlighting the need to improve energy efficiency and transition to renewable energy sources Conversely, shopping habits contribute the smallest share, with an annual emission of 12.826 tons of CO2e, or 0.062 tons per student, indicating that while consumer behavior impacts the environment, its effect is minor compared to transportation and dietary choices However, promoting sustainable shopping practices—like buying second-hand items, reducing overall consumption, and choosing eco-friendly products—can further decrease these emissions Implementing these strategies is vital for reducing the overall carbon footprint associated with student activities.
Reducing the carbon emissions of TUAF students involves a combination of individual lifestyle changes and institutional support Promoting sustainable transportation options, such as cycling and public transit, alongside reducing meat consumption and encouraging energy efficiency can significantly lower the campus's carbon footprint Furthermore, TUAF can enhance its impact by improving infrastructure to support eco-friendly practices and raising environmental awareness among students, fostering a culture of sustainability on campus.