Strategies for Developing Low-Carbon University Campuses in China within the Context of Sustainable Development

International Journal of Engineering, Business and Management (IJEBM)
ISSN: 2456-7817
[Vol-8, Issue-4, Oct-Dec, 2024]
Issue DOI: https://dx.doi.org/10.22161/ijebm.8.4
Article Issue DOI: https://dx.doi.org/10.22161/ijebm.8.4.5
Int. j. eng. bus. manag.
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Strategies for Developing Low-Carbon University
Campuses in China within the Context of Sustainable
Development
Chi Chen1
, Bing Rong Guo1
, Si Qi Liu1
, Shuang Yi Wang1
, Ling Hui Zi Zhu1
, Li Li2
1
Business School, Hubei University of Economics, China
2
Law & Business College of Hubei University of Economics, China
Received: 03 Nov 2024; Received in revised form: 01 Dec 2024; Accepted: 08 Dec 2024; Available online: 14 Dec 2024
©2024 The Author(s). Published by AI Publications. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)
Abstract—This study explores strategies for the construction of low-carbon campuses in Chinese
universities under the framework of sustainable development and finds that there is a significant lack of
awareness and participation among college students in low-carbon education and practice. Through a
questionnaire survey of college students in Hubei Province, the study analyzes students' awareness,
attitudes, and behaviors regarding low-carbon campuses, revealing issues faced by universities in
promoting the low-carbon transition, such as inadequate infrastructure, insufficient integration of
educational content, and limited student participation. In response to these challenges, the study proposes
several feasible suggestions, including strengthening low-carbon infrastructure (such as the introduction of
clean energy and optimization of intelligent power systems), integrating low-carbon education into the
curriculum system, promoting experiential learning through green activities, and creating a campus
culture of environmental protection. The study believes that by cultivating college students' low-carbon
behavior habits and environmental awareness, universities can not only contribute to the achievement of
the "dual carbon" goals but also become a key force in promoting sustainable development throughout
society. This study provides theoretical support and practical guidance for the transition of universities to
sustainable campuses and offers a reference for other educational institutions to achieve low-carbon
development goals.
Keywords— college students, low-carbon awareness, universities
I. INTRODUCTION
In the face of increasingly severe global climate change
and environmental degradation, promoting sustainable
development has become a global consensus and action
plan. Universities, as the training grounds for future
leaders of society, not only bear the heavy responsibility
of promoting sustainable social development but also
shoulder the dual mission of enhancing students'
environmental awareness. By constructing low-carbon
campuses, universities can not only effectively reduce
their own carbon emissions and achieve green
transformation but also influence society through their
exemplary role, accelerating the dissemination of
sustainable development concepts. In China, in response
to the national "dual carbon" targets (carbon peaking and
carbon neutrality), the Ministry of Education encourages
universities to actively promote low-carbon
transformation by adopting various measures such as
promoting green buildings, optimizing energy
management, and advocating low-carbon lifestyles,
thereby becoming a driving force for environmental
education. This practice is not only an important measure
for universities to achieve the "dual carbon" targets but
also provides students with a real-life environment to
practice low-carbon principles, enabling them to
gradually cultivate green behaviors in their daily lives and
lay the foundation for transmitting environmental

Chen et al. Strategies for Developing Low-Carbon University Campuses in China within the Context of Sustainable
Development
awareness in their future careers and lives (Aleixo et al.,
2021).
In the context of sustainable development, this study
systematically explores the path for constructing low-
carbon campuses in universities, focusing on the pivotal
role of students in this endeavor. The research objectives
include: (1) Assessing students' awareness and
participation in the construction of low-carbon campuses
through questionnaires, and combining data analysis to
deeply understand their attitudes towards low-carbon
campuses; (2) Analyzing the obstacles and challenges
faced by universities in low-carbon construction from an
empirical perspective and proposing targeted
improvement suggestions. The findings of this study not
only provide practical application value for the low-
carbon transformation of universities but also offer
valuable insights for Chinese universities and other
educational institutions in achieving the "dual carbon"
targets.
II. LITERATURE REVIEW
In the realm of carbon sequestration and carbon source
management, researchers have proposed various
innovative methods to support carbon management in
university campuses. Park and Um (2018) utilized drones
and visible light spectroscopy technology to identify and
differentiate carbon sinks from carbon sources within
university campuses, providing a new approach for
precise carbon management. Tonietto et al. (2021), based
on the case of the University of Michigan, introduced a
scalable method to estimate campus carbon storage and
biological carbon sequestration capacity, demonstrating a
pathway to achieve campus carbon neutrality. Dadhich et
al. (2022) focused on the carbon sequestration of campus
trees, developing a method to quantify carbon
sequestration in campus trees, providing a scientific basis
for carbon sink management. In terms of carbon footprint
management, Robinson et al. (2018) analyzed carbon
footprint management practices in universities through
case studies and proposed a universal carbon footprint
standard applicable to campuses, providing a framework
for quantifying carbon emissions. Liu et al. (2021), taking
China University of Water Resources and Electric Power
as an example, analyzed carbon management issues at the
campus scale from the perspective of the water-energy-
carbon nexus, revealing the impact of water resource
utilization on carbon emissions.
In optimizing campus energy structures and green
building management, researchers have also proposed
diversified strategies. Li et al. (2023) combined
persuasive technology with campus energy
representatives to propose a new strategy to enhance
campus energy conservation and carbon reduction.
Gabrielli et al. (2020) provided tool support for
optimizing energy structures in low-carbon campuses by
developing a multi-objective planning model, while
Gorgulu and Kocabey (2020) conducted an energy
efficiency assessment of campus external lighting systems
and proposed energy-saving strategies to further reduce
carbon emissions. In the context of green buildings and
lifecycle management, Del Borghi et al. (2021) compared
zero-energy building designs between European and
American universities, exploring pathways to achieve
carbon-neutral buildings in different regions. Legorburu
and Smith (2020) introduced observational data into
energy models during the early design stages of campus
buildings, analyzing lifecycle carbon emissions and costs,
providing a new perspective for low-carbon building
design. Additionally, Boharb et al. (2022) developed a
feedback system to support energy conservation in
campus residential buildings, further reducing carbon
emissions. In terms of campus transportation and smart
energy systems, Wang et al. (2020) compared the carbon
footprints of bike-sharing and public transportation
systems through lifecycle assessment methods, providing
a reference for low-carbon transportation. Kourgiozou et
al. (2021) reviewed research on smart energy systems in
the UK higher education sector, proposing scalable
pathways to achieve net-zero carbon emissions,
emphasizing the crucial role of smart energy systems in
the construction of low-carbon campuses.
These studies reveal that constructing low-carbon
campuses is a multifaceted and interdisciplinary process
encompassing energy management, carbon footprint
quantification, green building design, and behavioral
change. They underscore that achieving low-carbon
campuses requires not only technological innovation but
also robust policy support, cultural evolution, and
behavioral transformation. By providing a solid
theoretical foundation and practical examples, these
studies serve as valuable references for advancing future
efforts in low-carbon campus development.
III. RESEARCH METHODS
This study focuses on university students in Hubei
Province as its research subjects, using convenience
sampling to collect 101 valid questionnaire responses.
Data analysis is conducted using SPSS software. The
reliability of the questionnaire is first evaluated through
the Cronbach's Alpha coefficient, while its validity is
assessed using the Kaiser-Meyer-Olkin (KMO) measure
of sampling adequacy and Bartlett's test of sphericity.

Development
Following this, cluster analysis is performed to classify
respondents into three groups based on their low-carbon
awareness and behavioral characteristics. This
categorization forms the basis for a deeper examination of
differences in low-carbon awareness among university
students, providing targeted insights to address key
challenges and develop countermeasures for constructing
low-carbon campuses.
IV. RESEARCH RESULTS
4.1 Reliability and validity analysis of the questionnaire
As shown in Table 1, the questionnaire achieved a
Cronbach's Alpha coefficient of 0.912, exceeding the
threshold of 0.7, indicating an acceptable level of
reliability.
Table. 1: Questionnaire Reliability Analysis
Cronbach’s Alpha Coefficient Terms
0.912 33
Table. 2: Questionnaire Validity Analysis
KMO sample
appropriateness measure
0.819
Bartlett
sphericity
test
Approximate
chi-square
2274.671
Degree of
freedom
528
Significance
(P-value)
<0.001
The KMO value of this questionnaire is greater than 0.5
(Table 2), and the significance of the Bartlett sphericity
test is less than the p-value, indicating that the scale is
suitable for subsequent analysis.
4.2 Basic Information of Respondents
This survey primarily focused on basic information about
the respondents, such as gender, educational stage, and
related experiences. The survey revealed that 58.41% of
respondents clearly stated they had never taken courses
related to low-carbon campuses or low-carbon education,
and 62.38% indicated they had never participated in
activities promoting low-carbon education, lacking any
relevant experiences. This situation clearly shows that
there is a significant gap in the important aspect of low-
carbon education among university students that cannot
be ignored. In the face of this pressing issue, schools
should take certain measures to actively and positively
guide students in developing good living habits and
fostering a low-carbon environmental awareness. Schools
can integrate low-carbon education content into the
curriculum, such as setting up dedicated courses on low-
carbon environmental protection or combining the
concept of low-carbon with related subjects. At the same
time, they should actively organize activities promoting
low-carbon education, such as low-carbon knowledge
competitions and themed speeches on low-carbon living,
allowing students to enhance their low-carbon awareness
through practice. As the backbone of society in the future,
university students' behaviors and concepts have a broad
influence. Once they possess a strong low-carbon
awareness, they will actively practice low-carbon
lifestyles in their daily lives, such as reducing the use of
disposable items and advocating for green transportation.
They will also spread the concept of low-carbon to those
around them, thereby encouraging more people to
participate in low-carbon actions, and promoting a steady
shift towards sustainable development for society as a
whole.
4.3 Cluster Analysis
This study's scale consisted of 33 items, through coding
the scale items (see Appendix) and categorization (Table
3), it facilitated the clustering analysis of the respondents'
survey data. Based on the results of the clustering analysis,
the 101 respondents in this survey can be roughly divided
into three categories (Table 4 and 5).
Table .3: Item Classification Table
Item Category Item Coding
Respondents' personal views
X1
X2
X3
X4
X5
X30
X31
X32
X33
Living habits
X6
X7
X8
Around interviewee
What other people think
X9
X10
X16
X17

Development
Campus environment
X11
X12
X13
X14
Measures taken by the school
X15
X18
X19
X20
X21
X22
X23
X24
X25
X26
X27
X28
X29
Table .5: Numbers of Respondents By Group
Cluster
1 22
2 77
3 2
Effective 101
Deficiency 0
(1) The first group: This group has a higher frequency of
air conditioner use and occasionally exhibits phenomena
such as leaving lights on in empty classrooms and
multimedia equipment running. The daily behavior habits
of this group reflect a lack of low-carbon awareness, and
the environmental awareness of their peers is also
relatively weak.
(2) The second group: This group has limited knowledge
about low-carbon energy-saving facilities and equipment,
and they witness situations where classrooms are empty
but lights or multimedia equipment remain on.
Additionally, this group expresses dissatisfaction with the
overall campus environment and the measures taken by
the school in waste sorting, environmental facilities
construction, and environmental publicity.
(3) The third group: This group is relatively small in the
sample and does not form significant representation,
therefore, this study does not conduct detailed analysis on
it.
V. CONCLUSIONS
Based on the survey and analysis results of this study, the
following improvement suggestions are proposed for the
current issues of insufficient low-carbon awareness and
weak environmental protection facilities in the
construction of green campuses.
Improve low-carbon environmental protection facilities:
Strengthen the construction of low-carbon infrastructure
on campus, including the introduction of clean energy
sources such as solar and wind power, upgrade intelligent
power systems, optimize campus lighting equipment,
reduce energy waste, and thereby enhance the resource
utilization and environmental friendliness of the campus.
Integrate low-carbon education content: Increase low-
carbon education content in the curriculum system, offer
courses related to low-carbon environmental protection,
or permeate low-carbon concepts into relevant subjects, to
enhance students' awareness and emphasis on low-carbon
development, and strengthen their environmental
awareness.
Actively organize low-carbon activities: Encourage
students to actively participate in low-carbon practical
activities through the organization of low-carbon
knowledge competitions, theme speeches, lectures, and
exhibitions, allowing students to experience and practice
low-carbon concepts in real activities, and enhance their
consciousness of low-carbon behavior.
Strengthen campus publicity: Use campus newspapers,
campus networks, and broadcasting as media to widely
promote low-carbon lifestyles, create a public opinion
atmosphere for a green campus, and make low-carbon
awareness deeply rooted in the hearts of teachers and
students, promoting the spread of environmental culture.
Cultivate students to develop good habits: Encourage
students to start with daily small things such as saving
water and electricity, waste sorting, and green travel,
gradually develop a low-carbon and environmentally
friendly lifestyle, and influence others through their own
actions, jointly promoting the green transformation of the
campus.

Development
ACKNOWLEDGEMENTS
This study was supported by Law & Business College of
Hubei University of Economics with the grant number of
2024K05.
REFERENCES
[1] A. M. Aleixo, S. Leal, and U. M. Azeiteiro, Higher
Education Students' Perceptions of Sustainable
Table .4 :Cluster Analysis of Respondents
Item
number
Cluster
Item
number
Cluster
1 2 3 1 2 3
X1 Agree Normal
Couldn't
agree more
X18
Couldn't
agree more
Normal Normal
X2
Couldn't
agree more
Agree
Not agree
and quit
X19
Couldn't
agree more
Agree Agree
X3 Agree Normal Normal X20
Couldn't
agree more
Normal
Not agree
and quit
Couldn't
agree more
Normal
Couldn't
agree more
X5 Agree Agree Normal X22
Couldn't
agree more
Agree Agree
Couldn't
agree more
Normal Agree
X7
Couldn't
agree more
Agree
Not agree
and quit
X24
Couldn't
agree more
Normal Normal
X8 Agree Agree
Couldn't agree
more
X25
Couldn't
agree more
Agree Normal
X9 Normal Normal Agree X26
Couldn't
agree more
Normal
Couldn't
agree more
X10 Normal Normal Agree X27
Couldn't
agree more
Agree
Couldn't
agree more
X11 Agree Normal
Couldn't agree
more
X28
Couldn't
agree more
Agree
Couldn't
agree more
X12 Agree Normal
Couldn't agree
more
X29
Couldn't
agree more
Agree Normal
X13
Couldn't
agree more
Agree Agree X30
Couldn't
agree more
Agree
Couldn't
agree more
X14
Couldn't
agree more
Agree Agree X31
Couldn't
agree more
Agree Agree
X15 Agree Normal
Agree
X32
Couldn't
agree more
Agree Normal
X16 Agree Normal
Strongly
disagree
X33
Couldn't
agree more
Agree Agree
X17
Couldn't
agree more
Normal Normal

Development
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APPENDIX
Item Number Item Number
You are familiar with low carbon energy
saving facilities and equipment.
X1
The school's garbage sorting and recycling work
is very good.
X18
You think low carbon energy saving facilities
and equipment are important for
environmental protection.
X2
It is necessary for schools to offer courses related
to resource planning and utilization.
X19
You are willing to pay more for low-carbon
and energy-efficient facilities and equipment.
X3
The school has facilities for recycling renewable
resources.
X20
In your opinion, there are many types of low-
carbon energy saving facilities and equipment
on the market.
X4
The school's green transportation facilities such
as sidewalks, driveways and electric vehicle
charging stations are well planned and
maintained.
X21
You will encourage others to implement low-
carbon behaviors, such as green travel, water
conservation, green consumption, etc.
X5
The layout and management of green Spaces on
campus, such as parks and tree planting,
effectively contribute to student well-being.
X22

Development
You often use the air conditioner all day long. X6
The school's measures for waste separation,
recycling and reducing the use of single-use
products are reasonable and effective.
X23
When you see the faucet open, you turn it off. X7
The school has implemented water-saving
measures and reasonable management of water
resources, such as rainwater utilization and low-
flow water equipment.
X24
You often use shared bikes to travel X8
The school attaches great importance to
enhancing the knowledge and participation of
teachers and students in energy management.
X25
You often see an empty classroom with bright
lights
X9
The school has developed a clear long-term plan
for a low carbon campus and has made good
progress in implementing low carbon goals.
X26
You often find teaching equipment left on
when no one is using it
X10
The school has effectively carried out education
and publicity activities on energy conservation
and emission reduction.
X27
There is garbage sorting on campus X11
The school energy management system has been
effective in improving energy efficiency.
X28
Clean water bodies on campus (e.g. Bihe
Pond, Jisi River, etc.)
X12 The school promotes the concept of low carbon. X29
The air quality on campus is good X13
You agree with the campus garbage sorting
activity.
X30
The campus has extensive green areas X14
You believe that campus carbon inclusion applet
should be supported.
X31
There are many environmental advocacy
activities or projects on campus
X15
You support your school's plan for a zero-carbon
campus.
X32
The students have a strong sense of renewable
resource protection
X16
You are very supportive of integrating low
carbon ideas into the curriculum.
X33
Students can put the knowledge of rational
use of renewable resources into practice
X17

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