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. 2023;16(4):21.
doi: 10.1007/s12053-023-10099-4. Epub 2023 Mar 16.

A systemic framework of energy efficiency in schools: experiences from six European countries

Dmitry Brychkov #  1 , Gary Goggins #  2 , Edelle Doherty  3 , Natalia Romero  4 , Nadine Roudil  5 , Antonella Di Trani  6 , Abhigyan Singh  4 , Sander Smit  7 , Eilish McLoughlin  8 , Raquel de Castro Rodrigues Lima  9 , Suzan Marie Günbay  8 , Branca Arthur Delmonte  10 , Achim Hill  11 , Christine Domegan  1 , Eoghan Clifford  9
Affiliations

A systemic framework of energy efficiency in schools: experiences from six European countries

Dmitry Brychkov et al. Energy Effic. 2023.

Abstract

Schools are complex physical and social institutions within national education systems. They account for significant energy consumption and like other buildings can demonstrate inefficient patterns of energy use. Poor energy performance of educational facilities is an intricate issue driven by complex causality of interconnected and dynamic factors. Addressing this issue requires a systemic approach, which is heretofore lacking. The aim of this research is to present and describe a systemic framework to facilitate energy reduction in schools across different European contexts. This transdisciplinary approach to sustainable energy use has been piloted in 13 post-primary schools located in six countries in northwest Europe. The research implements a series of planned activities and interventions, which help to unveil a systemic approach to improving energy efficiency in schools. The findings demonstrate how this approach, together with its ensuing methodologies and strategies, can contribute to reducing carbon emissions and improve knowledge and awareness around sustainable energy.

Keywords: Collaboration; Digital transformation; Energy efficiency; Energy literacy; School; Systemic approach.

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Conflict of interest statement

Conflict of interestThe authors declare no competing interests.

Figures

Fig. 1
Fig. 1
School population in the project schools
Fig. 2
Fig. 2
Operational days (a) and hours (b) in the project schools
Fig. 3
Fig. 3
Annual total consumption of energy (electrical and heating energy) per square meter of gross internal area (GIA) in the project schools by energy and fuel type. GIA is defined as the total useable school floor area (classrooms, storerooms, utility rooms, inside walls, corridors, etc.), measured to the internal face of the perimeter (outside) walls of school building(s), excluding these outside walls
Fig. 4
Fig. 4
Energy consumption in 408 Irish schools
Fig. 5
Fig. 5
Power-vs-interest mapping of stakeholders related to energy use at home (a) and school (b) by members of the ENERGE Committee. Some stakeholders are viewed as occupying transboundary positions
Fig. 6
Fig. 6
Power-vs-interest mapping of non-school stakeholders related to energy use in schools by the project partners
Fig. 7
Fig. 7
Stakeholder analysis survey results: (a) engagement of school personnel in energy-related activities (question: “Are you engaged in any of the following energy-related activities within the school?”) and (b) perception of control (locus of control) with respect to some comfort, environmental, and school operation issues (question: “In your opinion, do you have an opportunity to change or influence any of the following in school?”)
Fig. 8
Fig. 8
ENERGE energy literacy model
Fig. 9
Fig. 9
The ENERGE framework of energy efficiency in schools
See this image and copyright information in PMC

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