How green is your learning

This paper is based on a pilot project which looked at the impact of two different modes of learning, face to face and blended learning, on the environment. The results show that there is only a minor environmental advantage between the two different modes of learning. The paper puts forward pedagogical approaches that could lead to environmentally sustainable education. 1.0 Introduction This paper is based on the “Greening of Elearning ChecK Out” (GeCKO) research which was carried out between November 2008 to January 2009 at the University of Leicester. The research looked at the impact of two different modes of learning, face to face and blended learning, on the environment. Over the past decade concerns have been expressed by governments and pressure groups about the environmental impact of education. In December 2002, the United Nations General Assembly adopted resolution 57/254 which was aimed at putting in place a United Nations Decade of Education for Sustainable Development (DESD). The DESD is aimed at changing current approaches to education by integrating the principles, values, and practices of sustainable development into all aspects of education and learning. Its primary goal is to: “encourage Governments to consider the inclusion [...] of measures to implement the Decade in their respective education systems [...] and national development plans.” (United Nations General Assembly). DESD is also aimed at fostering greater quality of teaching and learning in education for sustainable development through the adoption of new behaviours and practices within existing educational programmes. 2.0 Environmentally sustainable education in the UK In the UK, the passing of the Climate Change Act of 2008 (Department of Energy and Climate Change, 2008) was a significant move by government to address environmental challenges. Following the passing of the climate change law, various government agencies have adopted policies towards environmentally sustainable development. For example, in 2005 the Higher Education Funding Council for England (HEFCE) set out a 10 year vision and action plan to make sustainable development a central part of Higher Education. In June 2008 the HEFCE issued a policy development consultation as part of efforts to further contribute to the sustainable education development agenda (HEFCE, 2008). The document identifies four main roles by which environmentally sustainable education can be achieved as follows:  Engaging with stakeholders to bring about policy synergies  Building capacity of people to manage sustainable development  Sharing good practice  Rewarding more sustainable behaviour The HEFCE further seeks to contribute to environmentally sustainable education through the skills and knowledge graduates acquire and also through teaching and research. Universities UK, has also adopted strategy which includes sustained research into environmental issues in collaboration with industry (Universities UK). The Learning and Skills Council (LSC) has made similar commitments (Learning and Skills Council – UK, 2005). 3.0 Institutional approaches towards environmentally friendly education In 2007 the Times Higher Education published a UK wide Green league table aimed at pushing universities to adopt environmental policies and cut energy consumption. Although improvements have been made since in areas such as waste management, concern still remains in areas such as carbon emission, the use of renewable energy and changes in attitude (Times Higher Education. 2008). An examination of the literature reveals a combination of five broad strategies adopted by Higher Educational Institutions to address environmentally sustainable education. 3.1Estate management strategies The focus of estate management approaches is on buildings and improved management of physical infrastructure. The approach draws on the UK developed Building Research Establishment Environmental Assessment Method (BREEAM) to incorporate environmental issues in all aspects of building i.e. energy, health, well-being, pollution, transport, land use, ecology and materials (James, 2004). Similar standards exist in the US (US Green Building Council) evident from the work of Rappaport (2008) and Wylie, (2008). The UK‟s Estate Management Statistics (EMS) provides information on performance in Higher Education estates directly connected to improvement in environmentally sustainable education. 3.2 Energy efficiency strategies The emphasis of energy efficient approaches is on cost effective low energy buildings that have low impact on the environment. It is estimated that in England annual energy costs for the Further and Higher education sector total more than £200 million resulting in the release of at least 3 million tonnes of carbon dioxide (CO2) into the atmosphere. Annual energy per institution ranges from under £200 000 to over £3 million and generally account for around 25% of building-related revenue expenditure (The Carbon Trust). A very significant step toward reducing fuel bills is the need to understand where energy is consumed, how occupants use buildings and the density and nature of occupied period. 3.3 Space management strategies Closely related to the above is space management which is believed to provide measurable environmental benefits. The table below shows the broad range and mix of space and building types found in colleges and universities and annual consumption for representative space types. Table 1 Space use in Higher Education Space % of average higher education campus Electrical target (kWh/m2) Fossil target (kWh/m2) Teaching 25 22 151 Research 20 105 150 Lecture Hall 5 108 412 Office 30 36 95 Library 10 50 150 Catering 25 65