The carbon footprint of a UK University during the COVID-19 lockdown

The COVID-19 pandemic has provided a unique opportunity to compare the carbon intensity of higher education delivered on- and off-campus. This is attributed to governmental lockdown orders that have forced Universities to close their campuses, ban business travel and move all teaching and learning activities online. This study represents the first known attempt to compare the carbon footprint of a mid-sized UK University produced during the COVID-19 lockdown (April–June 2020) against that generated within the respective time period in previous years. Although the overall carbon footprint of the University decreased by almost 30% during the lockdown, the carbon intensity of online teaching and learning was found to be substantial and almost equal to that of staff and student commute in the pre-lockdown period. The study contributed to an emerging academic discourse on the carbon (dis)benefits of different models of higher education provision in the UK and beyond. The study suggested that policy and management decisions on transferring education online should carefully consider the carbon implications of this transfer. [Display omitted] •An initial proposal on how to scope GHG emissions from work/study from home.•Carbon benefits of online education can be less significant than anticipated.•Work/study at home generates as much carbon footprint as the University commute.•Complete closure of University campuses does not result in low GHG emissions.•The model of blended teaching and learning may have low carbon efficiency.