Green University and the reduction of the carbon footprint in academic activities at a
public university in Ecuador
Universidad verde y la reducción de la huella de carbono en las actividades académicas en una
Universidad Pública del Ecuador
Emma Yolanda Mendoza Vargas
Ph.D Universidad Técnica Estatal de Quevedo,
Quevedo, Ecuador, emendoza@uteq.edu.ec
https://orcid.org/0000-0002-0220-4328
Jorge Wilson Saa Saltos
Engineer. Universidad Técnica Estatal de
Quevedo, Quevedo, Ecuador, jsaa@uteq.edu.ec
https://orcid.org/0000-0002-8368-4131
Alex Rosendo Fiallos Barrionuevo
Engineer Universidad Técnica Estatal de Quevedo,
Quevedo, Ecuador, afiallos@uteq.edu.ec
https://orcid.org/0000-0002-2777-1791
Harold Elbert Escobar Terán
P.hD Universidad Técnica Estatal de Quevedo,
Quevedo, Ecuador, hescobar@uteq.edu.ec
http://orcid.org/0000-0001-9165-6627
Abstract
The carbon footprint is one of the main factors for measuring CO emissions2, this atmospheric gas
represents a worldwide environmental problem. Currently, universities are making inroads into the
solution through the quantification and mitigation of CO2 . Academic activities and the delivery of
physical documents generate high amounts of paper consumption and consequently levels of CO2 ,
which establishes a problem. The objective is to estimate the carbon footprint of the Universidad
Técnica Estatal de Quevedo (UTEQ) located in Ecuador. The methodology employed consisted of a
quantification of the number of files registered in the academic system per year. The files were
multiplied by an average number of sheets obtained through a survey applied to teachers. The carbon
footprint was determined by multiplying the CO emission factor2 by annual paper consumption. The
emissions obtained are 3.21 ton CO2 eq to 3.00 ton CO2 eq for the year 2020-2021 and 2021-2022,
respectively. The virtual education implemented at UTEQ contributed to the fulfillment of climate
change objectives, due to the non-emitted CO2 emissions determined in this study, an issue that is
related to the achievement of a green university.
Keywords: carbon footprint, carbon dioxide, carbon dioxide CO2 , paper, green university
emendoza@uteq.edu.ec
http://centrosuragraria.com/index.php/revista, Published by: Edwards Deming Institute,
Quito - Ecuador, October - December vol. 1. Num. 15. 2022, This work is licensed under
a Creative Commons License, Attribution-NonCommercial-ShareAlike 4.0 International.
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es
Received July 17, 2022
Approved: August 11, 2022
58
Resumen
La huella de carbono es uno de los principales factores para medir las emisiones de CO2, este gas
atmosférico representa una problemática ambiental a nivel mundial. Actualmente, las universidades
están incursionando en la solución por medio de la cuantificación y mitigación del CO2. Las actividades
académicas y la entrega de documentos físicos generan altas cantidades de consumo de papel y en
consecuencia niveles de CO2, lo que establece un problema. El objetivo es estimar la huella de carbono
en la Universidad Técnica Estatal de Quevedo (UTEQ) ubicada en Ecuador. La metodología empleada
consistió en una cuantificación del número de archivo registrado en el sistema académico por año. Los
archivos se multiplicaron por un promedio de hojas obtenidos a través de una encuesta aplicada a los
docentes. La huella de carbono se determinó multiplicando el factor de emisión de CO2 por consumo
de papel anual. Las emisiones obtenidas son 3,21 ton CO2eq a 3,00 ton CO2eq para el año 2020–2021
y 2021-2022, respectivamente. La educación virtual que se implementó en la UTEQ, contribuyó al
cumplimiento de los objetivos del cambio climático, debido a las emisiones no emitidas de CO2
determinadas en este estudio, tema que está relacionado con la consecución de una universidad verde.
Palabras clave: huella de carbono, dióxido de carbono CO2, papel, universidad verde
Introduction
Adaptation to climate change has become one of the main policies and projects of NGOs,
donors and governments around the world. Ecuador's concern for the climate phenomenon is
expressed at the international level through its commitment to the United Nations Framework
Convention on Climate Change (UNFCCC) in 1994. Likewise, in 1999, it ratified its adherence
to the Kyoto Protocol (KP), in 2017 to the Paris Agreement, and in 2021 it reaffirms its
commitment in the Conference of the Parties - COP of 2021. At the national level, the country
has a regulatory framework that addresses aspects of sustainability and climate change through
the 2008 Constitution of the Republic of Ecuador.
Scientific studies point to carbon dioxide (CO2), the gas that causes the greenhouse effect, as
the main culprit in the process of climate change due to the accelerated carbon footprint since
the industrial revolution. CO concentrations2 were in the range of 130 and 320 ppm
approximately 800,000 years ago and by the year 2021 levels reached 414.72 ppm.
The carbon footprint is an environmental indicator, which serves to measure the amount of
greenhouse gases (GHG) emitted into the atmosphere, allowing to know the impact of human
activities on the environment. These studies facilitate the development and strategy to mitigate
the effects of climate change resulting from atmospheric emissions, mainly due to
anthropogenic activities. (Dias & Arroja, 2012; Torres Ramos et al., 2017)..
Carbon footprint studies on the paper production and consumption process are not indifferent
to the scientific community. In this sense; Wencong Yue (2017)) performs a life cycle analysis
of photocopy paper produced in a factory in China, applying a comprehensive methodology to
Mendoza, Saa, Fiallos, Escobar 2022
October - December vol. 1. Num. 15, 2022
account for the carbon footprint, as well as to evaluate the effects of reducing pollution
percentages. The results show that the carbon footprint per 1000 kg of copy paper reached
647.89 kg CO2.
Currently, there are many paper industries in different countries that are committed to the
preservation of wood, the main raw material for paper, as well as to reducing the carbon
footprint. To this end, paper recycling policies have been adopted, preventing paper from
ending up in landfills or being incinerated with the consequent emission of greenhouse gases.
(Fernandez et al., 2021).
This article focuses on climate change due to CO2 emissions associated with academic
management within universities. The main objective is to estimate the carbon footprint of the
Universidad Técnica Estatal de Quevedo (UTEQ) located in Ecuador. The study focuses on the
years 2020 to 2022, from which due to the effects of the COVID 19 pandemic there was a
transition to online education. These digital transformation processes allowed reducing paper
consumption and accounting for the amount of paper generated in the university's teaching
activities. Therefore, the aim is to determine what would be the carbon footprint that would
have been generated in face-to-face education, where students and teachers printed documents.
The study will provide a quantification of the carbon footprint not emitted as a result of UTEQ's
online education and its contribution as a Green University.
If in the last 50 years the preservation of the environment has become one of the most important
issues in regional and global agendas, environmental education is key to achieve this goal,
being one of the pillars that has the ability to redirect and modify the behavior of citizens in
order to achieve a balance between man and nature (Fiallos, Mendoza, Escobar & Intriago,
2022). However, with the appearance of the COVID-19 pandemic and in view of the
requirement and obligatory nature of social isolation in all regions, the goals set in this sense
have had to be rethought and the strategies drawn up by governments and institutions, mainly
educational ones, must include new guidelines to address this new affectation. (López M. ,
2020).
Higher education is no stranger to this reality; and in the eagerness to build sustainable
societies, since the beginning of the century it has been working to mitigate the problem,
becoming a key element to ensure that the training processes of the citizens of the future,
incorporate among its lines of action, environmental sensitivity and sustainability in their
administrative and academic processes. (Muñoz et al., 2017; Nieto & Medellin, 2007)..
If universities are institutions that prepare and train generations to constitute the workforce of
a country, countries need "green" universities, oriented to sustainability, for their social and
economic development, which at the same time are linked to the processes of innovation,
research and problem solving, based on the knowledge of reality, the current circumstances of
society. For this reason, the academy plays a very important role in the preparation of
60
responsible citizens and leaders with full social conscience, in charge of projecting and
sustaining in some way sustainable societies. (Salas, 2021).
According to Lopera and Duque (2019) the educational institutions themselves should have an
academic unit that is at the forefront of projects and programs of clean energy, environmental
responsibility, reuse and recycling, preservation of resources, which raises the proposal for
changes in the management, participation and management of green universities.
In accordance with the above, the Universidad Politécnica Salesiana, Quito headquarters, south
campus, in 2012 conducted a carbon footprint study. Since in that year there were 3870
individuals performing activities within the facilities of the UPS-South, it was possible to
establish an annual per capita H-C value of 225.81 kg CO2 eq, emitted into the atmosphere. To
verify these results, the SimaPro 7.3 software was used to obtain a total of 861.03 ton CO2 eq.
(Vilches et al., 2015).
In this same line, the Universidad San Francisco de Quito (USFQ), an HEI seriously committed
to the environment, in 2015 conducted a new study to update the carbon footprint CO2,
generated by different items of activities of the university community: students, teachers and
administrative staff. The final results indicate that, in 2015, USFQ emitted 6225.4 tons of CO2
per year into the atmosphere. (Salazar et al., 2019).
With this perspective, the Technical University of Machala, an IES noted for its sustainable
performance, through the determination of its carbon footprint as an indicator of environmental
impact and climate change, has been conducting studies using the guidelines of the ISO 14064-
1:2006 standard and the GHG Protocol (Guide to Designing GHG Accounting Reporting
Programs). According to the latest results obtained, the total estimated carbon footprint in 2018,
2019 and 2020 was 16803 ton CO2/year, 15400 ton CO2/year and 15203 ton CO2/year
respectively, with Scope 3 being the largest contributor with 94% of the total. It was found
1.66 ton CO2/student for the year 2018; 1.57 ton CO2/student for the year 2019 and 1.29 ton
CO2 /student in the year 2020, data that evidences that emissions are below the national average
for both universities and inhabitants of the country. (Ferre-Gutiérrez et al., 2021 p. 56).
For its part, the National University (UNA), an institution concerned with improving conditions
that promote a positive impact on the environment for its staff and students, conducted a study
between 2012 and 2014 to quantify and update the carbon footprint generated by its
administrative and academic activities.
For the greenhouse gas (GHG) emissions inventory, it applied the methodology endorsed by
the National Meteorological Institute (IMN), using the officialized factors indicated in the
Greenhouse Gas Emission Factors Manual, fourth edition of 2014. The results of this study
evidenced a 22% increase in the carbon footprint, from 2.91 to 3.57 tons CO2 equivalent. These
results are intended to establish specific environmental strategies or measures for their
reduction. (Chavarría-Solera et al., 2016 p. 45).
Mendoza, Saa, Fiallos, Escobar 2022
October - December vol. 1. Num. 15, 2022
From another angle, the Quevedo State Technical University has also carried out actions that
lead to the optimization of large material, human, economic and environmental resources that
contribute to environmental sustainability and therefore to the reduction of the carbon footprint.
During the period between 2019 and the first months of 2022, it carried out all academic
processes in virtual mode, reducing to 0% the printing of academic documents (Fiallos, et al.,
2022).
At present, although UTEQ returned to face-to-face mode, it was decided that 75% of the
curriculum will be developed in the face-to-face mode, the policy of 0% of printed documents
is maintained, being inserted in the initiative of "Green University" which arises with the vision
of generating greater responsibility regarding the correct and efficient use of resources, as well
as promoting the implementation of good environmental practices by the teaching staff,
administrative staff and students of universities and other educational centers in each country.
(Ordorika, 2020). This is how this health center contributes to minimize the generation of
carbon footprint.
Secondary level educational institutions also conduct research to determine the relationship
between carbon footprint levels and students' knowledge, attitudes, and practices. According
to Torres Ramos et al. (2017) for the measurement of the carbon footprint in the study
population, the Greenhouse Gas Protocol was used, through the emissions calculator of
Libélula Gestión en Cambio Climático y Comunicación; as well as, the application of a test of
knowledge, attitudes and practices. The results obtained showed that the emissions per year in
the educational institution were: 25.36 ton CO2 eq and the average emission of the population
under study was 2.18 ton CO2 eq with a negative correlation of -0.228 between the carbon
footprint and the knowledge, attitudes and practices of the population.
Other HEIs are also aware of the benefits of being environmentally friendly through the
reduction of paper consumption, for which they point out the importance of document
management as good practices that contribute to saving paper and therefore to sustainable
development. The methodology used is synthesis and cause-effect analysis. Good practices of
several organizations are analyzed, as well as the problems that paper waste causes to the
environment. The result of this work has led to the definition of processes for the
implementation of Document Management. (López, 2019; Ramírez, 2020)..
Between the years 2019 and 2021, the world population had to confine itself and maintain
physical distance in public spaces, as a result of the global health crisis of COVID-19. As a
result, states modified their policies to implement telework and online education at all levels,
measures that were possible thanks to technological innovation, precisely the Information and
Communication Technology (ICT). (Kem-Mekah, 2020 p. 23).
Articles published on university teaching during the COVID-19 crisis in Spain, analyze the
main teaching resources used by professors, 73.2% of the students who participated in the
research indicate that their professors have uploaded files with contents of the subject syllabus,
62
this means being greater with respect to videoconferences and online assignments (Pazos et al.,
2020).
At the beginning of the year 2022, after two years of confinement, humanity partially returns
to normality, but it left wise lessons at all levels of academia. In the environmental aspect, it
contributed to the reduction of the carbon footprint because many IES resorted to digital
documents, avoiding the printing on paper of student assignments and administrative reports.
In summary, the change seems appropriate, as technology should be able to be integrated into
the day-to-day life of an organization to improve it and contribute to the conservation of the
environment (Leiva-Aguilera, 2016 p.54).
In context, nowadays governments, companies, educational system and people converge in the
idea of reducing to a great extent the use of vegetable matter in the manufacture of paper,
cardboard, as well as to reduce the use of chemical products in the elaboration of inks necessary
elements in the printing of documents; in contrast to this, they bet for using digital documents,
helping to reduce deforestation, saving time, money and reducing the carbon footprint.
Materials and methods
The study area is the State Technical University of Quevedo, located in the Province of Los
Ríos, Ecuador. The study analysis comprises four academic periods from 2020 to 2022,
classified into First Academic Period (PPA) and Second Academic Period (SPA). These
periods were selected due to the COVID 19 pandemic that caused a radical change from face-
to-face to virtual education. In this process there was a change from physical to digital
documents. These data on the number of documents generated by UTEQ were obtained from
the reports of the institution's Academic Management System (SGA).
The data processing consisted of four phases: 1) the number of text files was counted; 2) a
survey was applied to teachers to estimate the average number of sheets for each academic
activity (analytical plan, syllabus, didactic guide, subject reports, expositions, lessons,
homework and practice reports) (Kapuka et al., 2017)3) the total number of sheets for each file
was calculated; and, 4) the carbon footprint was determined based on the paper emission factor,
given by the methodology of (Dias & Arroja, 2012; Yue et al., 2017).. No other CO emission
factors were considered in the calculations of this research2 .
Carbon footprint calculation
The determination of the carbon footprint proposed is based on the ISO 14040/14044 standard,
which according to the documentary review of similar works, has been used to quantify the
environmental impact in the life cycle of photocopying paper, a practice widely used in
Mendoza, Saa, Fiallos, Escobar 2022
October - December vol. 1. Num. 15, 2022
document printing in Ecuador (Dias & Arroja, 2012; Ferre-Gutiérrez et al., 2021; Yue et al.,
2017). The method for calculating CO2 of the life cycle of photocopying paper is 4.64 g CO2
equivalent (eq) per A4 sheet, according to ISO 14040/14044 standards. (Dias & Arroja, 2012).
The procedure to obtain the CO emission2 due to paper consumption at UTEQ consisted of
multiplying the emission factor by the number of sheets and transforming grams to tons
(Cabezas & Chavarro, 2020; Dias & Arroja, 2012; Rojas Ruíz, 2017). The application of this
standard allows the quantification of 98% of total GHG emissions with the least effort in data
processing. (Dias & Arroja, 2012).
Data analysis
The data were analyzed using descriptive statistics, such as averages, mode, percentages and
bar graphs.
Result
Leaf consumption
The number of sheets that are usually generated as a result of academic management are
described in Table 1, categorized by seven groups, such as: classroom management,
autonomous work, evaluations, reports, weekly planning, didactic resources and the teaching
portfolio. The total number of sheets that would have been issued without having ventured into
online education at UTEQ is 692,511 in the 2020-2021 academic year and 646,706 for the
2021-2022 cycle. Within the results, project activities and didactic guides stand out as
consuming high amounts of sheets, ranging from a minimum of 162,435 to a maximum of
180,807 sheets.
Table 1. Estimated number of leaves
Groups
Activities
2020-2021
2021 - 2022
Archives
𝒙"#𝒉𝒐𝒋𝒂𝒔
Total
sheets
Archives
𝒙"#𝒉𝒐𝒋𝒂𝒔
Total
sheets
Classroom
management
Exhibitions
5211
20844
5377
21508
Workshops
8685
5
43425
8963
5
44815
Classroom practice
3474
10422
3585
10755
Self-
employment
Tasks
11885
47539
10 976
43903
Projects
5942
178272
5488
164637
Out-of-class
practice
1981
5942
1829
5488
Evaluations
Frequent and
partial lessons
13741
27482
14119
28238
64
Examinations
7263
14526
6692
13384
Subject
report
Monthly reports
16418
98508
15069
90414
End-of-subject
reports
3665
14660
3393
13572
Weekly
planning
Analytical plan
2415
5
12075
2309
5
11545
Syllabus
3665
29320
3393
27144
Didactic guides
60269
180807
54145
162435
Teaching
portfolio
Resume
724
8688
739
8868
Total sheets per year
692511
646706
Source: UTEQ Academic Management System
Carbon Footprint Projection
CO Emissions2 by Academic Management
Within academic management, it should be noted that the activities within the weekly planning
and autonomous work groups are those that generate the greatest amount of CO2 emissions due
to the number of files developed at the University. Through virtual education, annual emissions
have been reduced for the period 2020-2021 in a range of 1.03 to 1.08 ton CO2 eq and for 2021-
2022, the levels have decreased between 0.93 to 0.99 ton CO2 eq, respectively (Graph 1). On
the other hand, the teaching portfolio and evaluations would have been located in lower
amounts of CO2 released to the environment, below 0.20 ton CO2 eq per year.
Mendoza, Saa, Fiallos, Escobar 2022
October - December vol. 1. Num. 15, 2022
Graph 1. Carbon footprint by academic activities. Source: Prepared by the authors
CO emissions2 annual - online education
The carbon footprint mitigated through UTEQ's online education is 3.21 ton CO2 eq for the
period 2020-2021 and for the following academic period 2021-2022 it is 3.00 ton CO2 eq
(Graph 2). Within these two years there has been a 4% reduction in CO2 emissions from paper
consumption.
Graph 2. Annual carbon footprint. Source: Prepared by the authors
Paper consumption as a result of face-to-face education is high; however, online education in
the context of the COVID -19 pandemic made it possible to reduce paper consumption. The
amount of paper that UTEQ would have consumed in all its academic faculties would be very
high, exceeding 600,000 sheets per year in the academic part alone. Similarly, in Mexico within
one faculty the consumption of virgin paper was 150,000 for the year 2016. (Rojas Ruíz, 2017).
Another influencing factor is the pattern of paper consumption and of the academic units
enrolled for the case of evaluating at the student level. Forty percent of students at Copperbelt
University in Zambia, consume less than 100 sheets, while 60% greater than 100 sheets per
course. (Kapuka et al., 2017). Helmers et al., (2021) highlights that paper consumption is an
important factor and varies substantially between universities. For example, differences
between Duquesne University (Pittsburgh - USA) of 0.04% and KU Leuven (Belgium) of
14.8%.
66
The methodology applied to calculate the carbon footprint due to paper consumption based on
emission factors is supported by several researches. (Dias & Arroja, 2012; Muthu, 2016; Rojas
Ruíz, 2017; Yue et al., 2017). The carbon footprint mitigated by UTEQ 3.00 ton CO2 to 3.21
ton CO2 differs with respect to other universities, 2.83 ton CO2 eq for the Universidad
Autónoma de Baja California (Rojas Ruíz, 2017)2.03 ton CO2 eq for Universidad de La Salle,
2.03 ton CO eq for Universidad de La Salle. (Cabezas & Chavarro, 2020). Likewise, large
differences are observed when the Universities have a student population, with a high carbon
footprint of approximately 33.58 ton CO2 eq (Fueyo-Cubes, 2020).
Conclusions
This study has shown that virtual education contributes to climate change mitigation through
CO2 emission reductions. UTEQ's online education has allowed minimizing carbon emissions
in a range of 3.21 ton CO2eq to 3.00 ton CO2eq for the year 2020-2021 and 2021-2022,
respectively. These values correspond to a 4% difference in emissions between the two years.
The activities that cause the greatest impact on the environment are weekly planning and
autonomous work due to the amount of files generated in these activities. Therefore, UTEQ
has contributed to the objectives of climate change in reducing the carbon footprint through
online education as a result of the COVID-19 global health crisis. The aforementioned actions
set the institution on a path towards sustainability and a green university.
References
Cabezas, J., & Chavarro, M. (2020). Calculation of carbon footprint at the Universidad de La
Salle North campus for the formulation of proposals for the prevention and mitigation of
greenhouse gases. Universidad de La Salle.
Chavarría-Solera, F., Molina-León, Ó. M., Gamboa-Venegas, R., & Rodríguez-Flores, J.
(2016). Measuring the carbon footprint of the National University of Costa Rica for the
period 2012-2014. Towards carbon neutrality. Uniciencia, 30(2), 47.
https://doi.org/10.15359/ru.30-2.4. https://doi.org/10.15359/ru.30-2.4
Dias, A. C., & Arroja, L. (2012). Comparison of methodologies for estimating the carbon
footprint-case study of office paper. Journal of Cleaner Production, 24(March), 30-35.
https://doi.org/10.1016/j.jclepro.2011.11.005
Fernández, C., Valladares, R., Martínez, F., & Fernández, J. C. (2021). Carbon footprint
estimation in the paper industry. 23.
Mendoza, Saa, Fiallos, Escobar 2022
October - December vol. 1. Num. 15, 2022
Ferre-Gutiérrez, J. P., Blacio-Toro, E. S., Vera-Infante, T. G., Gadvay-Yambay, K. A., &
Muñoz-Bravo, G. H. (2021). Carbon footprint of the Technical University of Machala
period 2018-2020. Ciencias Técnicas y Aplicadas, 7(5), 78-92.
Fueyo-Cubes, M. (2020). Study of the Carbon Footprint of the University of Cantabria.
University of Cantabria.
Helmers, E., Chang, C. C., & Dauwels, J. (2021). Carbon footprinting of universities
worldwide: Part I-objective comparison by standardized metrics. Environmental Sciences
Europe, 33(1). https://doi.org/10.1186/s12302-021-00454-6.
https://doi.org/10.1186/s12302-021-00454-6.
Kapuka, M., Shumba, O., & Munthali, W. (2017). Students' attitudes to paper consumption in
relation to carbon emissions and the impact of electronic course documents. Southern
African Journal of Environmental Education, 33(1), 84.
https://doi.org/10.4314/sajee.v.33i1.7
Kem-Mekah, O. (2020). Online teaching during the Covid-19 crisis in Cameroonian university
education: achievements and challenges. Ehquidad International Welfare Policies and
Social Work, 14(July), 18.
Leiva-Aguilera, J. (2016). Digital transformation and university library. ThinkEPI Yearbook,
10, 79. https://doi.org/10.3145/thinkepi.2016.12.
https://doi.org/10.3145/thinkepi.2016.12
López, A., Chávez, C., & Vélez, M. (2020). COVID-19: impacts on the environment and SDG
compliance in Latin America. Journal of the University of the Andes(86).
López Riquelme, S. E. (2019). Document management: good practice to reduce paper
consumption in support of sustainable development. GECONTEC: International Journal
of Knowledge Management and Technology. , 7(1), 78-90.
Lopera, C., Lopera, M., & Duque, D. (2019). The green university: perceptions of the
university community in the process of transformation towards sustainability. Revista
Virtual Universidad Católica del Norte(57).
Fiallos, A., Mendoza, E., Escobar, H. & Intriago, E. (2022) The green university and its
importance beyond the times of pandemic Covid-19. Revista Espirales V6 N°|42.
https://www.revistaespirales.com/index.php/es/article/view/822/777
Muñoz, V. G., Sobrino, M. R., Benítez, L., & Coronado, A. (2017). Systematic review on
Competencies in Sustainable Development in Higher Education. Revista Iberoamericana
de Educación, 73, 85-108.
68
Muthu, S. S. (2016). The Carbon Footprint Handbook.
Nieto-Caraveo, L., & Medellin-Milan, P. (2007). Environment and higher education: public
policy implications. Revista de La Educación Superior, XXXVI, 31-42.
Ordorika, I. (2020). Pandemic and Higher Education. Journal of Higher Education, 49(194).
Pazos, A. J. B., Ruiz, B. C., & Pérez, B. M. (2020). Digital transformation of university
teaching in communication during the covid-19 emergency in spain: An approach from
students' perspective. Revista Latina de Comunicacion Social, 2020(78), 265-287.
https://doi.org/10.4185/RLCS-2020-1477
Ramírez, M. S. (2020). Digital transformation and educational innovation in Latin America in
the CoVId-19 framework. Campus Virtuales, 9(2), 2020.
Rojas Ruíz, M. A. (2017). Estimation of the Carbon Footprint in a Higher Education
Institution: Case Faculty of Engineering and Business, Tecate, B.C. Mexico unit.
Autonomous University of Baja California.
Salas, H. (2021). Environmental education and its contribution to the care and protection of the
ecosystem. Fides et Ratio - Revista de Difusión cultural y científica de la Universidad La
Salle en Bolivia, 21(21).
Salazar, F., Valencia, M., Velasco, A., & Ochoa-Herrera, V. de L. (2019). Update of the carbon
footprint of Universidad San Francisco de Quito for the year 2015. ACI Avances En
Ciencias e Ingenierías, 11(2), 254-265. https://doi.org/10.18272/aci.v11i2.450
Torres Ramos, L. K., Carbo Bustinza, N., & López Gonzales, J. L. (2017). Carbon footprint
and the knowledge, attitudes and practices of secondary level students and staff on
greenhouse gas emissions. Apuntes Universitarios, 7(2), 54-63.
https://doi.org/10.17162/au.v7i2.196. https://doi.org/10.17162/au.v7i2.196
Vilches, R., Dávila, F., & Varela, S. (2015). Determination of the carbon footprint at the
Universidad Politécnica Saleciana, Quito, south campus, base year 2012. La Granja,
21(1). https://doi.org/10.17163/lgr.n21.2015.03.
https://doi.org/10.17163/lgr.n21.2015.03
Yue, W., Cai, Y., Su, M., Tan, Q., & Xu, M. (2017). Carbon Footprint of Copying Paper:
Considering Temporary Carbon Storage Based on Life Cycle Analysis. Energy Procedia,
105, 3752-3757. https://doi.org/10.1016/j.egypro.2017.03.870.
