QUANTIFYING GREENHOUSE GAS EMISSIONS FROM PAPER CONSUMPTION IN EDUCATIONAL INSTITUTIONS: INSIGHTS FROM DIPOLOG CITY SCHOOLS

Abstract

The unexpected transition to modular learning during the COVID-19 pandemic led to a significant increase in paper consumption, consequently elevating greenhouse gas (GHG) emissions. This study systematically assesses the GHG emissions associated with paper usage in the Division of Dipolog City Schools. Utilizing a mixed-methods approach, the research integrates qualitative interviews with quantitative data analysis, providing a comprehensive view of the environmental impact of paper consumption in educational settings. The findings reveal a marked increase in GHG emissions during the pandemic, reaching 264.33 metric tons of CO2-e, which subsequently declined to 44.24 metric tons as schools transitioned back to in-person learning. The study emphasizes the need for sustainable educational practices, including digital transformation and enhanced waste management. The recommendations aim to guide policymakers and educational administrators towards mitigating the environmental impact of school operations. The study's insights contribute to the broader discourse on sustainable practices in education and the role of institutions in climate action.