810
W. S. de Amorim et al.
Living labs are increasingly being used in universities as a method of experiment
where researchers, students and external stakeholders apply new sustainable technologies and test them on their campus to address the challenges of climate change
(Evans et al. 2015; Masseck 2017). Since universities offer real world locations, living
labs allow the conduction of interactive projects, involving action of all actors and the
exchange of knowledge that contribute to long-term results (Voytenko et al. 2016).
The Living Lab approach allows universities to reduce their carbon footprints and
to use their resources efficiently by implementing learning experiences directly with
students, linking academic activities to the implementation of sustainable practices
(Cohen and Lovell 2013; Evans and Karvonen 2014).
The University of Malta in Mediterranean, for instance, used a Living Lab methodology to implement The Center for Environmental Education Research (CEER)
to educate and disseminate sustainable practices to local people through the provision of educational programs (University of Malta 2019). The centre lead to
the creation of the Masters in Education for Sustainable Development (MESD)
was covering studies on sustainability, waste management, sustainable means of
transport and students carrying out projects in real life and engaging local people to learn about sustainable practices. Through the analysis and suggestions
based on the projects carried out, improvements were implemented in the course,
encouraging a greater exchange of knowledge within the university and the local
community, as well as encouraging contact with other communities at national and
international level (Leal Filho et al. 2017).
Another form of implementation of sustainability within HEIs is the building
of green campus, based on establishing a core team with extensive knowledge
about sustainability, defining what kind of initiatives will be taken, identifying the
challenges of universities and setting goals to achieve a sustainable campus (Dahle
and Neumayer 2001; Humblet et al. 2010). It includes the creation of sustainable
buildings and facilities; use of efficient energy systems and resources management;
promotion of research to the university and external community, and the availability of courses that teach students about sustainability (Alshuwaikhat and Abubakar
2008; Tan et al. 2014).
Ball State University, a HEI in the United States, implemented in its campus an action plan that allowed the creation of sustainable structures in vehicle and pedestrian areas, as well as spaces defined for use of the external community. The green buildings of the university were built preserving trees of the region and landscapes and adapted sustainable practices
through the use of recycled materials and high-efficiency lighting (Koester et al.
2006). In China, more than 200 universities have focused on implementing a campus energy management system (CEMS), combining eco-technologies and green
education for energy and efficient campus; CEMS monitors real-time energy used
by campus buildings in an intelligent manner and delivers energy statistics, energy
auditing and energy efficient retrofit, and through these data it measures and performs
analyzes to use energy more efficiently (Tan et al. 2014).
W. S. de Amorim et al.
Living labs are increasingly being used in universities as a method of experiment
where researchers, students and external stakeholders apply new sustainable technologies and test them on their campus to address the challenges of climate change
(Evans et al. 2015; Masseck 2017). Since universities offer real world locations, living
labs allow the conduction of interactive projects, involving action of all actors and the
exchange of knowledge that contribute to long-term results (Voytenko et al. 2016).
The Living Lab approach allows universities to reduce their carbon footprints and
to use their resources efficiently by implementing learning experiences directly with
students, linking academic activities to the implementation of sustainable practices
(Cohen and Lovell 2013; Evans and Karvonen 2014).
The University of Malta in Mediterranean, for instance, used a Living Lab methodology to implement The Center for Environmental Education Research (CEER)
to educate and disseminate sustainable practices to local people through the provision of educational programs (University of Malta 2019). The centre lead to
the creation of the Masters in Education for Sustainable Development (MESD)
was covering studies on sustainability, waste management, sustainable means of
transport and students carrying out projects in real life and engaging local people to learn about sustainable practices. Through the analysis and suggestions
based on the projects carried out, improvements were implemented in the course,
encouraging a greater exchange of knowledge within the university and the local
community, as well as encouraging contact with other communities at national and
international level (Leal Filho et al. 2017).
Another form of implementation of sustainability within HEIs is the building
of green campus, based on establishing a core team with extensive knowledge
about sustainability, defining what kind of initiatives will be taken, identifying the
challenges of universities and setting goals to achieve a sustainable campus (Dahle
and Neumayer 2001; Humblet et al. 2010). It includes the creation of sustainable
buildings and facilities; use of efficient energy systems and resources management;
promotion of research to the university and external community, and the availability of courses that teach students about sustainability (Alshuwaikhat and Abubakar
2008; Tan et al. 2014).
Ball State University, a HEI in the United States, implemented in its campus an action plan that allowed the creation of sustainable structures in vehicle and pedestrian areas, as well as spaces defined for use of the external community. The green buildings of the university were built preserving trees of the region and landscapes and adapted sustainable practices
through the use of recycled materials and high-efficiency lighting (Koester et al.
2006). In China, more than 200 universities have focused on implementing a campus energy management system (CEMS), combining eco-technologies and green
education for energy and efficient campus; CEMS monitors real-time energy used
by campus buildings in an intelligent manner and delivers energy statistics, energy
auditing and energy efficient retrofit, and through these data it measures and performs
analyzes to use energy more efficiently (Tan et al. 2014).