Citation
Wafa, Wafaurahman and Sharaai, Amir Hamzah and Matthew, Nitanan Koshy and Akhundzada, Noor Ahmad
(2026)
Organizational life cycle assessment of Kabul University: evaluating environmental sustainability in a post-conflict higher education institution.
Discover Applied Sciences, 8 (5).
art. no. 490.
pp. 1-29.
ISSN 3004-9261
Abstract
The study conducted an Organizational Life Cycle Assessment (O-LCA) of Kabul University to evaluate its environmental impacts and sustainability practices in post-conflict Afghanistan's context. There is limited empirical evidence applying O-LCA to examine universities in a post-conflict context, where distinct infrastructural, resource, and data barriers persist. The sustainability practices evaluated include energy efficiency initiatives, the adoption of green building techniques, waste reduction and management, and the incorporation of environmental sustainability into university curricula, all aimed at minimizing the environmental footprint and improving resource efficiency at Kabul University. The research applied the O-LCA method in accordance with the ISO/TS 14072 standard, utilizing the ReCiPe 2016 impact assessment method. The data from the 2020 academic year across key operational areas, including energy use, water consumption, waste generation, and transportation, were analyzed. The results indicate that Kabul University's main sources of environmental impact are electricity consumption (45.7%), transportation (24%), and building operations (19.4%). The adverse effects are predominantly found in the categories of human health and resource depletion, while impacts on ecosystems are notably less pronounced. Consequently, the O-LCA results emphasize the critical need for Kabul University to address its environmental impacts, particularly in the domains of air pollution, greenhouse gas emissions, and resource depletion. Additionally, this research provides valuable insights for university administrators, policymakers, and stakeholders in Afghanistan and other post-conflict regions seeking to enhance the environmental sustainability of higher education institutions. The findings are applicable to other higher education institutions in post-conflict settings. Pathways for future research include more robust data collection, longitudinal environmental performance tracking, and broader methodological application across diverse post-conflict settings. These initiatives align with multiple United Nations Sustainable Development Goals (SDGs), specifically SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action).
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