Virtual Education: Carbon Footprint and Circularity

Anguie Contreras-Taica; Aldo Alvarez-Risco; Marian Arias-Meza; Nilda Campos-Dávalos; Marco Calle-Nole; Camila Almanza-Cruz; María de las Mercedes Anderson-Seminario; Shyla Del-Aguila-Arcentales

doi:10.1007/978-981-19-0549-0_13

Virtual Education: Carbon Footprint and Circularity

Anguie Contreras-Taica
, Aldo Alvarez-Risco
, Marian Arias-Meza
, Nilda Campos-Dávalos
, Marco Calle-Nole
, Camila Almanza-Cruz
, María de las Mercedes Anderson-Seminario
, Shyla Del-Aguila-Arcentales

Lima University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

9 Scopus citations

Abstract

Virtual education has appeared to upgrade traditional education in different dimensions, such as easing the learning process, developing new teaching methodologies, and eliminating distance barriers. Since the pandemic outbreak by COVID-19, this situation has intensified, forcing students and educators to adapt to this new scenario, which involves staying at home and using electronic devices for long hours, which seems to contribute positively to the environment, as there is no need to attend education centers where physical installations and different services are used. However, little has been said about the environmental impact of virtual learning. Nevertheless, to have a transparent approach and determine virtual education sustainability, it is essential to analyze its implications.

Original language	English
Title of host publication	Environmental Footprints and Eco-Design of Products and Processes
Publisher	Springer
Pages	265-285
Number of pages	21
DOIs	https://doi.org/10.1007/978-981-19-0549-0_13
State	Published - 3 Apr 2022

Publication series

Name	Environmental Footprints and Eco-Design of Products and Processes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 7 Affordable and Clean Energy
SDG 8 Decent Work and Economic Growth
SDG 12 Responsible Consumption and Production
SDG 13 Climate Action

Keywords

Carbon footprint
Circular economy
Circularity
Climate change
Education
Environmental impact
Virtual education

COAR

Article

Access to Document

10.1007/978-981-19-0549-0_13

Cite this

Contreras-Taica, A., Alvarez-Risco, A., Arias-Meza, M., Campos-Dávalos, N., Calle-Nole, M., Almanza-Cruz, C., de las Mercedes Anderson-Seminario, M., & Del-Aguila-Arcentales, S. (2022). Virtual Education: Carbon Footprint and Circularity. In Environmental Footprints and Eco-Design of Products and Processes (pp. 265-285). (Environmental Footprints and Eco-Design of Products and Processes). Springer. https://doi.org/10.1007/978-981-19-0549-0_13

@inbook{102618f08e894b329b1ed0aa9ca553b6,

title = "Virtual Education: Carbon Footprint and Circularity",

abstract = "Virtual education has appeared to upgrade traditional education in different dimensions, such as easing the learning process, developing new teaching methodologies, and eliminating distance barriers. Since the pandemic outbreak by COVID-19, this situation has intensified, forcing students and educators to adapt to this new scenario, which involves staying at home and using electronic devices for long hours, which seems to contribute positively to the environment, as there is no need to attend education centers where physical installations and different services are used. However, little has been said about the environmental impact of virtual learning. Nevertheless, to have a transparent approach and determine virtual education sustainability, it is essential to analyze its implications.",

keywords = "Carbon footprint, Circular economy, Circularity, Climate change, Education, Environmental impact, Virtual education",

author = "Anguie Contreras-Taica and Aldo Alvarez-Risco and Marian Arias-Meza and Nilda Campos-D{\'a}valos and Marco Calle-Nole and Camila Almanza-Cruz and \{de las Mercedes Anderson-Seminario\}, Mar{\'i}a and Shyla Del-Aguila-Arcentales",

note = "Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.",

year = "2022",

month = apr,

day = "3",

doi = "10.1007/978-981-19-0549-0\_13",

language = "Ingl{\'e}s",

series = "Environmental Footprints and Eco-Design of Products and Processes",

publisher = "Springer",

pages = "265--285",

booktitle = "Environmental Footprints and Eco-Design of Products and Processes",

}

Contreras-Taica, A, Alvarez-Risco, A, Arias-Meza, M, Campos-Dávalos, N, Calle-Nole, M, Almanza-Cruz, C, de las Mercedes Anderson-Seminario, M & Del-Aguila-Arcentales, S 2022, Virtual Education: Carbon Footprint and Circularity. in Environmental Footprints and Eco-Design of Products and Processes. Environmental Footprints and Eco-Design of Products and Processes, Springer, pp. 265-285. https://doi.org/10.1007/978-981-19-0549-0_13

Virtual Education: Carbon Footprint and Circularity. / Contreras-Taica, Anguie; Alvarez-Risco, Aldo; Arias-Meza, Marian et al.
Environmental Footprints and Eco-Design of Products and Processes. Springer, 2022. p. 265-285 (Environmental Footprints and Eco-Design of Products and Processes).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Virtual Education: Carbon Footprint and Circularity

AU - Contreras-Taica, Anguie

AU - Alvarez-Risco, Aldo

AU - Arias-Meza, Marian

AU - Campos-Dávalos, Nilda

AU - Calle-Nole, Marco

AU - Almanza-Cruz, Camila

AU - de las Mercedes Anderson-Seminario, María

AU - Del-Aguila-Arcentales, Shyla

PY - 2022/4/3

Y1 - 2022/4/3

N2 - Virtual education has appeared to upgrade traditional education in different dimensions, such as easing the learning process, developing new teaching methodologies, and eliminating distance barriers. Since the pandemic outbreak by COVID-19, this situation has intensified, forcing students and educators to adapt to this new scenario, which involves staying at home and using electronic devices for long hours, which seems to contribute positively to the environment, as there is no need to attend education centers where physical installations and different services are used. However, little has been said about the environmental impact of virtual learning. Nevertheless, to have a transparent approach and determine virtual education sustainability, it is essential to analyze its implications.

AB - Virtual education has appeared to upgrade traditional education in different dimensions, such as easing the learning process, developing new teaching methodologies, and eliminating distance barriers. Since the pandemic outbreak by COVID-19, this situation has intensified, forcing students and educators to adapt to this new scenario, which involves staying at home and using electronic devices for long hours, which seems to contribute positively to the environment, as there is no need to attend education centers where physical installations and different services are used. However, little has been said about the environmental impact of virtual learning. Nevertheless, to have a transparent approach and determine virtual education sustainability, it is essential to analyze its implications.

KW - Carbon footprint

KW - Circular economy

KW - Circularity

KW - Climate change

KW - Education

KW - Environmental impact

KW - Virtual education

UR - https://www.scopus.com/pages/publications/85127914964

UR - https://www.mendeley.com/catalogue/9417b3fe-71b3-3656-a3dd-3601e3645711/

U2 - 10.1007/978-981-19-0549-0_13

DO - 10.1007/978-981-19-0549-0_13

M3 - Capítulo

AN - SCOPUS:85127914964

T3 - Environmental Footprints and Eco-Design of Products and Processes

SP - 265

EP - 285

BT - Environmental Footprints and Eco-Design of Products and Processes

PB - Springer

ER -

Virtual Education: Carbon Footprint and Circularity

Abstract

Publication series

UN SDGs

Keywords

COAR

Access to Document

Other files and links

Fingerprint

Cite this