School-Based Greenhouse Gas Inventory: An Integrative Analysis of Classroom and Office Emissions

Abstract

This study assessed the greenhouse gas (GHG) emissions of selected schools using the Scope 1, Scope 2, and Scope 3 classification framework of the Greenhouse Gas Protocol. Specifically, it quantified direct emissions from stationary combustion, refrigerant leakage, air conditioning systems, and fire suppression equipment (Scope 1); indirect emissions from purchased electricity (Scope 2); and other indirect emissions from employee commuting and waste generation (Scope 3). The study also identified the major emission drivers and developed a School Improvement Plan (SIP)-aligned intervention framework to support climate-responsive institutional planning. A descriptive quantitative research design was employed, utilizing activity data collected from eight schools categorized by size and location. Emissions were calculated in metric tons of carbon dioxide equivalent (tCO₂e) and analyzed using frequency and percentage distributions to determine patterns and relative contributions across emission sources. Results revealed that Scope 3 emissions were the largest contributor, accounting for 60.31% of total emissions, with employee commuting alone comprising 60.03%. Scope 2 emissions from electricity contributed 33.80%, while Scope 1 emissions accounted for only 5.89%, primarily driven by air conditioning systems and refrigerant leakage. Overall, emissions were highly concentrated, with commuting and electricity accounting for approximately 93.83% of total emissions. Variations across schools indicated that institutional size influences emissions levels, although operational practices and contextual factors also play significant roles. The findings highlight that the carbon footprint of schools is predominantly shaped by indirect and system-level factors, particularly mobility and energy use. The study underscores the importance of integrating emissions data into school-level planning frameworks to enable evidence-based, context-specific, and impact-oriented climate action. The results serve as a basis for developing a SIP-aligned intervention framework that prioritizes high-impact emission sources and supports sustainable school management.