GENERAL ARTICLES

Integrating environmental sustainability

concerns in agricultural higher education,
research and innovations
Hema Tripathi, Indira Prakash*, Ritika Joshi and R. C. Agarwal

National Agricultural Higher Education Project (NAHEP) is implemented by the Indian Council of
Agricultural Research, Government of India and World Bank to strengthen the national agricultural
higher education system in India with an overall objective of providing more relevant and high-
quality education to agricultural university students. Environment safeguard measures are one of
the inbuilt components under the project and are categorized as ‘Category B’ as per the environ-
mental safeguard policy of the World Bank. Thus, the interventions proposed under the project offer
scope for enhancing the positive impacts on the environment through integrating pro-environmental
measures. Based on the project proposal, the participating agricultural universities (AUs) prepared
‘Environmental sustainability plans’ comprising legal compliances and mitigation measures, green
initiatives, and education and awareness programmes. The present article studied the impact of green
initiatives undertaken by the universities under the categories of energy conservation, water conserva-
tion, waste management and enhancing greenery. Data on these activities were collected from project-
awarded AUs that introduced environmental pro initiatives. These green initiatives were measured
in terms of the reduction of CO2 emissions (tonnes) annually and presented in the form of the carbon
footprint of the university campus.

Keywords: Agricultural universities, carbon footprint, decarbonization, environment safeguard measures, green initia-
tives, National Agricultural Higher Education Project.

A clean and sustainable university campus provides a healthy ploration in our Indian Higher Education Institutions
and enjoyable environment for its education, research and (HEIs) is one of the crucial recommendations of the National
innovations. The education sector can play a vital part in Education Policy1. According to it, environmental mind-
exploring and concrete efforts to save and restore ecosys- fulness, including resource and water conservation, man-
tems. Therefore, environment-related dialogues are now agement of biological resources, climate change, waste
the priority of academic institutions towards sustainability. management and sanitation, conservation of biological diver-
This is not a new concept, as even in 1972, the Confer- sity, pollution and sustainable development, would be an
ence on the Human Environment held in Stockholm put integral part of the curricula in the coming days. Students
forward the conception of a green academy. Further, in will be tutored about making ethical opinions/decisions
1994, the United Nations Educational, Scientific and Cultural related to environmental consciousness and doing what is
Organization (UNESCO) launched an action programme right in favour of global good. NEP-2020 also advocates
called the ‘Education for Environment, Population and online education and access to downloadable performances
Sustainable Development’. United Nations (UN) designated of handbooks and study materials. This green action is in
2005–14 as the ‘Decade of Education for Sustainable De- favour of reducing the logistical burden of our educational
velopment’ to integrate sustainable development into the institutions. Acknowledging the above concerns and the
teaching and learning processes. In 2015, India committed prevalent global trends, the University Grants Commission
itself to the UN 2030 agenda for sustainable development. (UGC), in 2020 proposed a sustainable campus framework
Currently, promotion of environmental education and ex- to set out the principles for achieving a green and sustain-
able campus environment for HEIs. It indicates and widely
accepts that universities might play an important role in
The authors are in the ICAR-National Agricultural Higher Education
Project (ICAR-NAHEP), Krishi Anusandhan Bhawan-II, New Delhi working on major sustainability challenges by educating
110 012, India. future generations, undertaking sustainability-related explo-
*For correspondence. (e-mail: [email protected]) ration and research projects, and satisfying policymakers

478 CURRENT SCIENCE, VOL. 125, NO. 5, 10 SEPTEMBER 2023

 GENERAL ARTICLES
Table 1. Reduction of carbon emission by replacing incandescent bulbs with LED lights
CO2 emissions CO2 emissions
Incandescent No. of LED Incandescent Total CO2 emis- Total CO2 emission by Reduction of
No. of LED LED lights lights lights LED lights light sion by LED incandescent lights CO2 emission
light (8 W) (kg/year) (kg/year) (12 W) (kg/year) (kg/year) lights (kg/year) (kg/year) (kg/year)
6,383 69,006 436,694 7,728 125,423 1,045,197 194,429 1,481,891 1,287,462

to accept the concept of sustainability in the country’s de- footprint to understand better resource utilization and act
velopment programmes. Not only this, university premises toward sustainable practices to reduce the carbon footprint.
can showcase themselves as an experimental model for In this process, data from project awarded universities were
sustainability to provide a clean and sustainable loft for a collected, analysed and quantified using online tools.
healthy and pleasurable environment for learners.
Thus, it is the utmost duty of Indian universities, which
Energy conservation
can be the key contributors, to align their activities and
educational priorities around applicable sustainable deve-
As part of the conservation practices, 23 AUs replaced
lopment goals (SDGs) to achieve them fully.
LED bulbs with high-energy consumption lighting system,
National Agricultural Higher Education Project (NAHEP)
converted traditional classrooms into smart classrooms
is one of such World Bank programmes being implemented
through low-energy consumption teaching aids, etc. Table 1
by the Agricultural Education Division, ICAR, New Delhi,
shows the reduction of 1,287,462 kg of carbon emission in
and is helping in integrating environment sustainability
a year by replacing 6383 of 8 W and 7728 of 12 W of
concerns in agricultural education and research in project
LED lights with existing incandescent bulbs. Thus, the total
awarded agricultural universities (AUs) since 2017–18
number of LED lights replaced in 23 AUs was 14,111,
(ref. 2). Although, overall, the project aims to develop re-
with the total emission of 194,429 kg of CO2 in a year
sources and mechanisms for supporting infrastructure,
against the total carbon emission of 1,481,891 kg/year
faculty and student advancement, it also considers the
with the same number of incandescent bulbs.
management of environmental and social impacts and im-
Thus the total reduction of carbon emission in 23 AUs
proves the knowledge and understanding of these issues to
is about 13% annually due to the replacement of LED lights.
integrate environmental sustainability. As part of the project,
Calculation of CO2 emission was done using an online tool
environmental safeguard policies are mandatory to pre-
(https://www.thecalculatorsite.com/energy/led-savings-cal-
vent, mitigate or minimize undue harm to people and their
culator.php) utilizing the information of the number of
environment in the process of development. During the in-
bulbs, watt of existing bulbs with watt of new LED bulbs,
ception of the project, an environmental assessment study
hours used per day, and the number of days used in a week in
was conducted targeting the faculty and students to under-
the university campus.
stand the safeguard status. Based on the assessment, the
This project also indirectly enabled 17 AUs to install
environment management framework (EMF) was prepared
solar energy systems with the support of their state govern-
to ensure the sustainability of the project interventions and
ments. Table 2 shows the reduction of 16% in carbon
to integrate the key environmental concerns in agricultural
emission annually due to the installation of solar photo-
education, research and innovations. Universities were given
voltaic (SPV) panels and compares the units consumed by
the opportunities to integrate curricula of climate resilience,
the universities from the state electricity boards with the units
sustainable production systems, and overall reduction of
consumed through the production of energy due to the instal-
carbon footprint. Accordingly, each university integrated
lation of SPV panels as an intervention under the project.
environmental sustainability plan (ESP) as one of the points
CO2 emissions from solar and thermal energy were cal-
of its proposal comprising applicable legal compliances,
culated using an online tool (https://www.un.org/en/chro-
risk and mitigation measures, and green initiatives/environ-
nicle/article/promise-solar-energy-low-carbon-energy-stra-
ment-friendly activities, including education and awareness.
tegy). According to the tool, carbon emission by SPV
ranges from 25 to 30 g/kWh, and emission by thermal energy
Green initiatives taken by the project awarded is 200 g/kWh.
agricultural universities

The project awarded AUs took up certain green initiatives Water conservation
and followed conservation practices in the sectors of energy
conservation, water conservation, waste management, enhan- As part of water conservation, 22 AUs conserved a total
cing greenery and creating awareness among the students. quantity of 35.87 lakh litres of water through rooftop harvest-
These initiatives were quantified and presented as carbon ing (RTH) structure (5%), farm pond (FP) (69.4%), check
CURRENT SCIENCE, VOL. 125, NO. 5, 10 SEPTEMBER 2023 479
GENERAL ARTICLES
Table 2. Reduction of carbon emission by installation of SPV panels
CO2 emission by Energy generation and
Units consumed from state electricity (coal based) consumption by SPV CO2 emission by Reduction in carbon
electricity board in AUs (kWh) (g/kWh) panels in AUs (kWh) SPV panels (g/kWh) emission (g/kWh)
73,651,642* 14,730,320,400 12,087,165* 362,614,950* 14,367,705,450
*Total solar units multiplied by 30 g/kWh to get CO2 emission/*Similarly total CO2 from electricity board multiplied by 200 g/kWh.

Table 3. Quantity of water conservation by various methods

No. of AUs Quantity of water Percentage of
Water conservation methods adopted conserved (in litres) contribution
Roof top harvesting (RT) 13 19,321,806 5.3
Farm pond (FP) 20 249,134,925 69.4
Percolation tank (PT) 6 12,525,550 3.49
Check dam (CD) 8 36,750,150 10.2
Waste water treatment plant (WWTP) 7 41,036,622 11.4

Table 4. Reduction of carbon emission by waste conversion into manure

Waste segregated
Total waste generated Percentage of the Reduction of CO2
in AUs (kg) Dry waste (kg) Wet waste (kg) wet waste (%) emission (kg)
7,817,371 3,523,057 4,294,314 55 6,335,227

terventions as part of the ESP, 3 AUs planned for WWTP

in their campus in due course of time, which positively
impacted the project intervention. State universities under
the maximum rainfall category planned for RTH to harvest
maximum rainwater, which was also a low-maintenance
method compared to the WWTP.

Waste management

The waste segregation process was properly managed in

19 AUs by providing separate dustbins near sources, and
Figure 1. Percentage of water conservation through various methods. these facilities were provided as project intervention. CO2
emissions were reduced by following different methods,
and the carbon emissions reduction is presented in Table 4.
Table 4 shows that the total waste collected by university
dam (CD) (10%), percolation tank (PT) (4%), and waste campuses was about 7,817,371 kg, comprising 4,294,314 kg
water treatment plant (WWTP) (11%) methods (Figure 1). of wet waste and 3,523,057 kg of dry waste. Wet waste
Though the WWTP method was followed only by 7 AUs, (55%) was converted into manure through various methods
the water conserved through this practice was the second such as compost, biogas plant, organic converter, etc., which
highest quantity as against the FP method, which held the reduced 6,335,227 kg of carbon emission, and dry waste
first highest quantity position but was followed by 20 AUs. was handed over to the agencies involved in waste man-
Each AU followed a minimum of 2–3 methods. Details of agement. In addition to the segregation of waste, 7 AUs
the water conservation methods and percentage of contribu- declared their universities as plastic-free and took strict
tion of each method are presented in Table 3. measures to implement this initiative by involving student
Table 3 shows that each university conserved 1.2 crores committees, display boards (fine for violation), provision
(litres) of water following the FP method and 0.5 crore litres of cloth bags, etc. An average of 3 of months data was con-
following the WWTP method. Other methods were followed sidered to calculate the carbon emissions using an online tool
based on the local conditions. Following the WWTP method (https://watchmywaste.com.au/food-waste-greenhouse-gas-
implies that water stress can be reduced in the campus and calculator/). The maximum quantity of wet waste has been
positively impact water resources. After environmental in- converted into manure, thus cutting off the major sources

480 CURRENT SCIENCE, VOL. 125, NO. 5, 10 SEPTEMBER 2023

 GENERAL ARTICLES
Table 5. Carbon sequestration potential in the AU campuses
Total plants planted by No. of species Carbon sequestered by total number of
AUs (ha) selected trees after 10 years (kg)
1,117,220 (39.9) 3,262 *27,9305,000
*On an average, a 10 years old tree can sequestrate 250 kg.

of greenhouse gas (GHG) emissions and leaching harmful ability of aqua farming, and to formulate best management
substances causing air, water and soil pollution. practices for the same.

Enhancing greenery Interventions of introducing green and clean

campus award in agricultural universities
Under this intervention, massive plantation programmes
were carried out in 26 AUs by involving students to improve The ESP also provides voluntary observance of some
the green cover in and around the campus (Table 5). global best practices, including green initiatives and clean
Table 5 shows that 1,117,220 plants were planted by AUs energy, that are in sync with SDGs 6 and 7. A ‘Green and
in the last 5 years, covering an area of 39.9 ha with 3262 Clean Campus Award’ has been constituted under NAHEP
species under various landscape patterns such as ornamental for partnering universities with the intention that an ideal
plantation, compact forest, orchards, biodiversity park or educational institution should put in place sustainable en-
thematic parks, etc. The carbon sequestration of these trees vironmental management in terms of green cover, solid,
was quantified to understand their potential. A ten-year-old liquid, and e-waste management, rainwater harvesting, water
tree can sequestrate an average of 250 kg of CO2 as per and energy conservation, waste reuse, and recycling, to cite a
the Eco matcher sequestration tool, and the same was used few. Post evaluation of the concept notes, winners of the
for calculation in view of an ideal situation (https://www. award were felicitated by the Hon’ble Prime Minister of
ecomatcher.com/how-to-calculate-co2-sequestration). Other India, Shri Narendra Modi, along with other dignitaries on
major initiatives undertaken by the universities were the 28th September 2021 during VC’s and Director’s Confer-
massive plantation programme concepts like one tree–one ence-2021. The award carried a citation with a memento
student, 4 trees–one student, etc. Linking such activities with and a cash prize of Rs 10 lakhs, Rs 8 lakhs and Rs 6 lakhs
academics is one such new beginning for sustainable green respectively, for the first, second and third positions, besides
campuses and nurturing the students toward sustainable de- consolation prizes of Rs 4 lakhs.
velopment. One of the AUs established a museum on
‘Forestry of non-timber forest products’ and also developed
Addressing the gaps to integrate environmental
organic nutrients from banana pseudo stem.
sustainability concerns in agricultural higher
education, research and innovations
Education and research awareness
• Though NAHEP created a path towards a sustainable
The majority of the AUs under NAHEP were involved in campus, a strategic and more comprehensive plan is
awareness programmes on environmental aspects in the required for which detailed environmental assessment
form of rallies, lectures, courses, etc. More than 41% of the studies are needed to develop a university-specific
awarded AUs conducted courses on conservation, climate concrete ESP. AUs may also include sustainable pro-
change resilience and related topics. Lectures and seminars curement practices in delivering activities in other focus
were made part of the academic programme. In addition, areas, including energy and water efficiency, waste
rallies on specific issues like water conservation, waste and recycling, and buildings and campuses in their
management, wildlife and forest conservation, lake and ESPs.
beach cleaning campaigns, etc. were also undertaken. Paint- • Initial environmental review (IER) may be conducted
ing, rangoli, poster presentations, etc. were some of the at the university level in consultation with the architecture
competitions organized by the AUs on world environment of the building, housekeeping in-charges and other
and other special days. AUs have also taken up research people involved in various activities under key environ-
projects on conservation agriculture, ensuring environmental mental domains. It may cover energy, resources, waste
sustainability, enriching elemental deficiency, carbon (solid and hazardous), ambient/indoor air and land-
storage and enhancing productivity of the soil through bio- scaping, etc. For this, detailed information may be col-
char, bio floc technology for sustainable effluent manage- lected through questionnaires of different aspects within
ment in aqua farming, microbial composition of inland saline each domain to develop an environmental management
water to generate baseline data for environmental sustain- plan (EMP).

CURRENT SCIENCE, VOL. 125, NO. 5, 10 SEPTEMBER 2023 481

GENERAL ARTICLES
• SWOT (strengths, weaknesses, opportunities and threat • Massive online courses in various languages may be
analysis) analysis is needed to show that universities developed by the faculties of AUs on environment safe-
have more potential to be integrated into EMP. The guarding and sustainable management with solutions
identified weaknesses and strengths can also be taken to protect our ecosystem, opened to everyone besides
up through remedial action under EMP for each univer- students, with or without environmental background.
sity by involving the faculty and students. EMP must • Development of information, education and communica-
describe the specific measures to improve the envi- tion (IEC) material in the form of posters on laboratory
ronmental performance of a university with aims to de- safety, fire safety measures and use of fire extinguishers,
fine priorities, set objectives, identify the parameters of etc. will be highly useful to be aware and follow the
importance, and a strategy for achieving goals. Mainte- precautionary safety measures at laboratories, sites and
nance of the framework should be of utmost priority to campuses under safeguard compliances, by the students.
ensure the existing features and a road map for achiev- • Ensure all planting schemes must use a minimum of 70%
ing sustainability on campus. indigenous species with a preference for drought-resi-
• Organizing massive awareness programmes for the stu- stant species.
dents and other stakeholders on workable and lucrative • Efforts should be made to achieve higher energy and
technologies to conserve and wiser use of water with water efficiency by investing in high-efficiency equip-
multiple uses with a focus on reducing consumption, ment, fittings and new technologies to reduce operating
water collection and water recycling, etc. Also includes costs and enhance profitability while reducing the nega-
environmental awareness topics like waste manage- tive impacts on the environment due to using high en-
ment, the role of planting saplings, rainwater harvesting, ergy.
management of biodegradable waste, use of solar pan- • Waste is the most visible environmental issue on campus,
els, etc. and tackling single-use disposables, in particular plas-
• Shifting the campus from electric to solar energy sys- tics, should be identified as a key priority by all campus-
tems can provide learning opportunities for students es. For this, they may develop and implement a waste
and help them achieve their climate goals. management plan, adopt best practices for recycling
• Research projects may be taken up by the students and construction and demolition waste, and try to eliminate
faculty to develop innovative prototypes and next- single-use plastics wherever feasible and practical.
generation solar panels, etc. • Organizing National Environment Awareness Campaign
• Educational courses and research on sustainable renewa- (NEAC) annually at a massive scale at the university
ble energy must be included to cover a range of technol- level following a decentralized and convergence appro-
ogies in the transition towards a low-carbon society. ach involving NGOs, state departments, Krishi Vigyan
Enhance research to develop technologies on environ- Kendra (KVKs) and regional resource agencies. This
mental management to address the latest topics/issues will create environmental awareness at the National,
such as global warming, pollution, deforestation, soil regional and university levels more efficiently and effec-
erosion, landfills or depletion of earth's natural resources, tively.
etc.
• Initiate research projects on assessing environmental Conflict of interest: The authors declare that they have no
and social impact, effective environmental management conflict of interest.
in construction and strategies to cope by designing the
1. National Education Policy, Ministry of Human Resource Develop-
learning programmes specifically for students with the ment, Government of India, New Delhi, 2020, p. 38; https://www.
framework and its application in university education. education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.
• Short term training programmes for the students and pdf.
faculty focusing on environmental issues related to wind 2. Environment Assessment and Environment Management Framework
energy, solar energy, crop rotation, water-efficient fix- (EMF), NAHEP, PIU, NAHEP, Agricultural Education Division,
ICAR, New Delhi, 2019; https://nahep.icar.gov.in/pdf/EMF-NAHEP.
tures, and waste management, including solid and liquid pdf.
waste management and surveillance, monitoring and
reporting, may be taken up by AUs to ensure compliance ACKNOWLEDGEMENTS. We acknowledge the nodal officers and
to environmental safeguards. principal investigators of the project awarded universities. We also
• Field visits to different sites will excessively be helpful at thank ICAR, World Bank and Government of India for financial assis-
tance of this project.
the ground-level implementation of such projects as an
alternate educational opportunity for the students for Received 1 February 2023; revised accepted 7 June 2023
hands-on learning and experience and learning from
practical demonstrations and face-to-face talks. doi: 10.18520/cs/v125/i5/478-482

482 CURRENT SCIENCE, VOL. 125, NO. 5, 10 SEPTEMBER 2023