D6.3 Post-Implementation Environmental Assessment of Selected Educational Establishments

D6.3 Post-Implementation Environmental Assessment of Selected Educational Establishments Funding scheme EU-H2020-Grean Deal, H2020-LC-GD-2020-3 Project ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education Project number 101036505 Project Coordinator CIEMAT, Centro de Investigaciones Energeticas, Medioambientales y Tecnologicas Start Date of the Project 01.10.2021 Duration of project 48 months Contributing WP WP6: Testing the ECF: Participatory Evaluation Tasks Task 6.3: Environmental evaluation of the selected educational establishments Dissemination Level Public Due date 2025 July 18 Submission date 2025 July 18 Responsible partner IST Contributing organizations CIEMAT, USE, JYU, UAB, MedaResearch, QUE Authors: Tiago Faria, Marta Almeida, Joana Lage, Antonis Stratis, Anna Lehtonen, Carmen Lago, José Antonio Becerra, Josep Espluga Trenc, Marian Constantin, Niina Mykrä, Yolanda Lechon Perez Version 1.0 The project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 101036505 Ref. Ares(2025)5971341 - 23/07/2025 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments ii TABLE OF CONTENTS 1. Executive summary ....................................................................................................................... 1 2. Legal notice ................................................................................................................................... 2 3. About the project.......................................................................................................................... 3 3.1. Who we are ........................................................................................................................... 4 4. Methodology ................................................................................................................................ 5 4.1. Demonstration sites .............................................................................................................. 5 4.2. Intervention Mapping and Sector Selection ......................................................................... 7 4.3. Data Collection and Tools ...................................................................................................... 7 4.4. KPI Calculation and Comparison ........................................................................................... 8 4.5. Long-Term Impact Assessment ............................................................................................. 8 5. Environmental performance: results and discussion ................................................................... 9 5.1. Waste ..................................................................................................................................... 9 5.2. Water ................................................................................................................................... 13 5.3. Transport ............................................................................................................................. 16 5.4. Green Spaces ....................................................................................................................... 17 5.5. Green Procurement ............................................................................................................. 20 5.6. Air Quality ............................................................................................................................ 22 5.7. Energy .................................................................................................................................. 25 6. Cross-sectoral Insights and Reflections ...................................................................................... 30 7. Conclusion................................................................................................................................... 31 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments iii INDEX OF TABLES Table 1ECF4CLIM partners. ................................................................................................................ 4 Table 2List of the ECF4CLIM demonstration sites. ............................................................................ 6 Table 3 - Environmental sectors and KPIs defined in the ECF4CLIM methodology............................. 7 Table 4 – Number of waste-related interventions implemented in the ECF4CLIM demonstration sites .............................................................................................................................................................. 9 Table 5 – Number of water-related interventions implemented in the ECF4CLIM demonstration sites ............................................................................................................................................................ 14 Table 6 - Comparison of water-related KPIs for School 8, post-intervention versus baseline. ......... 15 Table 7 – Number of green space-related interventions implemented in the ECF4CLIM demonstration sites ........................................................................................................................... 17 Table 8 – Number of green procurement-related interventions implemented in the ECF4CLIM demonstration sites ........................................................................................................................... 20 Table 9 – Number of air quality-related interventions implemented in the ECF4CLIM demonstration sites .................................................................................................................................................... 22 Table 10 – Number of air quality-related interventions implemented in the ECF4CLIM demonstration sites .................................................................................................................................................... 25 INDEX OF FIGURES Figure 1Location of the ECF4CLIM demonstration sites.................................................................... 6 Figure 2 - Weekly urban solid waste (non-recyclable and non-reused) (KPI-W1) and recyclable waste (KPI-W2) produced in each school per student. ................................................................................ 11 Figure 3F score for the waste sector. .............................................................................................. 12 Figure 4 - Green spaces scores (0-5) of the demonstration sites ...................................................... 19 Figure 5 – CO2 annual concentration by demonstration site (ppm) ................................................. 23 Figure 6 – PM2.5 annual concentration by demonstration site (µg/m3) .......................................... 24 Figure 7 - KPIs results of the energy sector. ...................................................................................... 27 Figure 8 - Energy consumption score (0-5). ....................................................................................... 28 Figure 9 - Carbon emissions score (0-5). ............................................................................................ 29 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 1 of 34 1. EXECUTIVE SUMMARY The deliverable 6.3 presents the post-implementation assessment of the environmental performance of the demonstration sites participating in the ECF4CLIM project. Building upon the baseline audit conducted under Deliverable 4.3 and the interventions implemented throughout the project (WP5), this assessment aims to evaluate both the short-term and long-term impacts of these interventions in key environmental sectors. Unlike the baseline assessment, which provided a comprehensive but uniform evaluation across all demonstration sites, this final assessment adopts a sector-based approach tailored to each intervention carried out. As each school implemented different types and numbers of interventions, not all environmental sectors were evaluated in all schools. The analysis is therefore structured by sector—including energy, waste, water, green spaces, green procurement, transport, and indoor air quality—and includes only those schools where relevant data and interventions exist. Short-term impacts were evaluated using predefined Key Performance Indicators (KPIs), reused from the baseline phase, whenever comparable data was available. These KPIs capture quantifiable improvements in areas such as energy consumption, waste production, and water use. In addition to this quantitative assessment, the report includes a qualitative analysis of long-term impacts. These reflect the potential of the interventions to create enduring changes in environmental awareness, behavior, competencies, and institutional practices. This dual approach—combining KPI-based evaluation with a broader reflection on long-term transformation—reflects the project’s commitment to participatory and adapting to each school’s context. The findings demonstrate the value of school-specific actions and provide a basis for further scaling and replication of the ECF4CLIM approach. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 2 of 34 2. LEGAL NOTICE The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Union. Neither the CINEA nor the European Commission is responsible for any use that may be made of the information contained therein. All rights reserved; no part of this publication may be translated, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. The quotation of those designations in whatever way does not imply the conclusion that the use of those designations is legal without the content of the owner of the trademark. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 3 of 34 3. ABOUT THE PROJECT The ECF4CLIM develops, tests and validates a European Competence Framework (ECF) for transformational change, through a multidisciplinary, transdisciplinary and participatory process, which aims to empower the educational community to take action against climate change and towards sustainable development. This project intends to apply a novel hybrid participatory approach, rooted in participatory action research and citizen science, and to co-design the ECF in demonstration sites and universities, by: 1) elaborating an initial ECF, supported by crowdsourcing of ideas and analysis of existing ECFs; 2) establishing the baseline of individual and collective competences, as well as environmental performance indicators. 3) implementing practical, replicable and context adapted technical, behavioral, and organizational interventions that foster the acquisition of competences. 4) evaluating the ability of the interventions to strengthen sustainability competences and environmental performance; and 5) validating the ECF. The proposed ECF is unique in that it encompasses the interacting STEM (Science, Technology, Engineering, and Mathematics) -related, digital and social competences, and systematically explores individual, organizational and institutional factors that enable or constrain the desired change. The novel hybrid participatory approach provides the broad educational community with an ECF adaptable to a range of settings, new ways of collaboration between public, private and third-sector bodies, and innovative organizational models of engagement and action for sustainability. To encourage learning-by-doing, several novel tools were co-designed with and made available to citizens, including a digital platform for crowdsourcing, IoT solutions for real-time monitoring of selected parameters, and a digital learning space. Participation of various small and medium enterprises (SMEs) in the consortium maximizes the broad adoption and applicability of the ECF for the required transformational change towards sustainability. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 4 of 34 3.1. Who we are The ECF consortium consists of ten partners (Table 1). The project is coordinated by Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas - CIEMAT. Table 1ECF4CLIM partners. Name Country Logo Centro de Investigaciones Energéticas, Medioambientales y Tecnológicas (CIEMAT) ES Instituto Superior Técnico. University of Lisbon (IST) PT Universidad de Sevilla (USE) ES University of Jyväskylä (JYU) FI Universitat Autònoma de Barcelona (UAB) ES Meda Research Ltd (MedaResearch) RO Instituto de Soldadura e Qualidade (ISQ) PT Trebag Szellemi Tulajdon Es Projektmenedzser Korlatolt Felelossegu Tarsasag (REBAG) HU ENLITIA Energy Services SA (ENLITIA) PT Que Technologies Kefalaiouchiki Etaireia (QUE) GR H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 5 of 34 4. METHODOLOGY The post-implementation environmental performance evaluation of the demonstration sites was designed to measure the effectiveness of the interventions implemented throughout the ECF4CLIM project. The assessment was guided by the same hybrid and participatory approach used in previous phases, while introducing new elements: the focus on intervention-based evaluation, and the inclusion of both quantitative (KPI-based) and qualitative (long-term impact) analysis. The methodology was built on four main phases, adapted from the baseline audit (D4.3): • Mapping of interventions by school and sector • Data collection and KPI computation • Qualitative reflection on long-term impacts • Integration of results and cross-sectoral analysis 4.1. Demonstration sites A total of 13 demonstration sites across Portugal, Spain, Romania, and Finland participated in the ECF4CLIM project and were involved in the final environmental performance evaluation. These are the same schools assessed in the baseline audit (D4.3), and where co-designed interventions were implemented and monitored as part of WP5. The schools differ significantly in terms of educational level, geographical location, institutional structure, and available resources. This diversity was a major strength of the project, allowing the methodology to be tested and validated in a variety of real-life conditions. It also highlighted the need for a flexible and adaptive evaluation approach, shaped by each school’s specific context, priorities, and capacities. The demonstration sites cover the full educational spectrum — from pre-school to university — and are distributed as follows: • Portugal: 3 schools in Lisbon district – two in Loures and one in Lisbon • Spain: 3 schools in Madrid, Seville, and Barcelona • Romania: 4 schools in Dragasani, Mioveni, Sercaia, and Pitesti • Finland: 3 schools – two in Tampere and one in Jyväskylä The complete list and characteristics of the demonstration sites are provided in Table 2, and their geographical distribution is shown in Figure 1. Only the schools that carried out measurable interventions in one or more environmental sectors were considered in each respective analysis. While all 13 schools were part of the overall process, not all appear in every sectoral chapter, depending on the nature and scope of their actions. Throughout the process, the project followed a participatory approach. Local Sustainability Competence Teams (SCTs) and Sustainability Competence Committees (SCCs) played a key role in identifying needs, codesigning actions, and interpreting results. This involvement helped foster ownership of the process and ensured that both interventions and their evaluation were aligned with the values and priorities of each school community. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 6 of 34 Table 2List of the ECF4CLIM demonstration sites. Code Country City Type of school* School area (m2) No. Students S1 Portugal Loures Primary, Lower and upper secondary school 35270 741 S2 Loures Primary and Lower secondary school 25888 901 S3 Lisbon Higher education 80824 11334 S4 Spain Seville Lower and upper secondary school 14823 498 S5 Madrid Pre-school and Primary school 11039 642 S6 Barcelona Higher education 2625000 662 S7 Romania Dragasani Primary and secondary school 4873 960 S8 Mioveni Primary and secondary school 5800 1584 S9 Sercaia Primary and Lower secondary school 4189 265 S10 Pitesti Higher education 10659 1943 S11 Finland Tampere Upper secondary school 15000 1012 S12 Tampere Lower secondary school 4725 897 S13 Jyväskylä Higher education 10245 14900 *International Standard Classification of Education Figure 1Location of the ECF4CLIM demonstration sites. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 13 of 34 Some schools highlight that the interventions triggered cross-generational learning, with students discussing new habits with their families and spreading awareness beyond the school. This multiplier effect — although difficult to measure — is seen as crucial for the long-term transformation of community attitudes towards waste. In terms of educational impact, many schools report that these actions contributed to a more experiential and competence-based approach to sustainability, aligning with the ECF4CLIM methodology. Waste-related activities allowed students to apply knowledge to real-life contexts, fostering systems thinking, responsibility, and critical reflection — all central elements of the GreenComp framework. Finally, several schools noted that these small-scale waste interventions helped to build momentum and confidence to address other environmental issues in the future. The successful implementation of simple measures, supported by student participation and visible results, has encouraged both staff and students to take on more ambitious projects related to sustainability. 5.2. Water Overview of Interventions The water sector was addressed in a more limited and indirect manner compared to others within the ECF4CLIM demonstration sites. Only a few schools implemented interventions explicitly focused on water use, water savings, or awareness-raising actions related to water management. These included, for example, educational campaigns to promote responsible consumption, and activities that calculated water savings from circular practices such as reuse of clothes. Nonetheless, the interventions implemented reflect growing concern over water consumption, the importance of responsible use of natural resources, and the potential of schools to promote behavioral change in this area. A total of 4 out of 13 schools implemented one intervention directly related to water conservation, water efficiency or water sustainability education. In addition to these direct interventions, several schools—particularly in Finland—developed broader sustainability education actions where water was one of multiple environmental topics addressed. These interventions, while not exclusively focused on water, promoted transversal competences, awareness, and behavioral change that can positively influence water consumption in the long term. For the sake of clarity and methodological consistency, only interventions with a clear and explicit focus on the water sector have been counted in the Table 5. The reported actions varied in type and scope. Some focused on technical solutions to reduce water use, such as the installation of pressure-reducing devices in taps. Others were educational in nature, including integration of water sustainability themes into curricula or awareness-raising campaigns among students and staff. In higher education institutions, interventions also explored the link between water and sustainable engineering practices. Table 5 presents an overview of the schools that implemented water-related interventions, indicating the number of distinct actions reported per school. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 14 of 34 Table 5 – Number of water-related interventions implemented in the ECF4CLIM demonstration sites Country School code No. of water-related interventions Portugal S2 1 Spain S4 1 Spain S5 1 Romania S8 1 Short-Term Impact Assessment Despite the smaller number of interventions explicitly dedicated to water, the short-term impacts observed or anticipated across the schools suggest meaningful engagement with water-related sustainability issues. These impacts were primarily educational and behavioral, with some technical improvements implemented at the school level. Reported short-term effects include: • Increased awareness among students, teachers, and staff about water scarcity, the environmental footprint of water-intensive goods (such as clothing), and the need for more efficient water use; • Promotion of reuse practices—such as second-hand clothing markets—that indirectly reduce water consumption by lowering demand for water-intensive production. • Incorporation of water topics into sustainability curricula, enabling students to understand local and global water issues and their connection to climate change, consumption, and personal behavior. • Adoption of small-scale technical solutions, such as tap regulators, aimed at reducing water waste within school buildings. • Student-led communication campaigns to promote responsible water consumption at school and within households. Although these outcomes are not always quantifiable through direct metrics, they reflect growing environmental literacy and the diffusion of water-conscious habits in daily school life. The transversal nature of some of the interventions—particularly in Finland—also suggests a potential multiplier effect as knowledge and attitudes spread across different school actors and activities. To complement this qualitative analysis, quantitative performance will be assessed using a limited set of KPIs where applicable. These include: • KPI-WR1 – Water consumption per useful area • KPI-WR2 – Water consumption per student • KPI-WR3 – Water costs per useful area • KPI-WR4 – Water costs per student Meaningful quantitative data was available only for one demonstration site in Romania (School S8). The KPIs calculated for this school include water consumption per useful area (KPI-WR1), water consumption per student (KPI-WR2), water cost per useful area (KPI-WR3), and water cost per student (KPI-WR4). The annual values measured after the intervention showed only minor differences compared to the baseline values, as summarized below (Table 6): H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 15 of 34 Table 6 - Comparison of water-related KPIs for School 8, post-intervention versus baseline. KPI Baseline Post-intervention Water consumption (m³/m²) 0.71 0.72 Water consumption (m³/student) 4.58 4.22 Water cost (€/m²) 1.59 1.72 Water cost (€/student) 10.29 10.09 While the similarities in these values may partly reflect external factors such as the COVID-19 pandemic affecting water use patterns during the baseline period, the slight reduction observed in water consumption per student and water cost per student suggests positive movement towards more efficient water use. It is important to note that the baseline period spanned from 2017 to 2021, thus including pre-pandemic years as well as the COVID-19 pandemic period. The altered attendance patterns and changes in building usage during the pandemic may have influenced water consumption levels in the latter part of the baseline, potentially leading to atypical measurements. Therefore, the post-intervention figures are likely more representative of typical operational conditions. Since the number of students increased between the baseline and post-intervention assessments, while the useful building area remained constant, the observed water consumption indicators reflect differing dynamics. The nearly stable water consumption per square meter (0.71 to 0.72 m³/m²) suggests consistent overall facility use and maintenance. In contrast, the decrease in water consumption per student (4.58 to 4.22 m³/student) indicates improved water use efficiency relative to the growing student population. Similarly, water costs per square meter showed a slight increase (1.59 to 1.72 €/m²), likely linked to operational factors or price changes, whereas costs per student decreased marginally (10.29 to 10.09 €/student), reinforcing the interpretation of enhanced efficiency in water management at the individual level. These results align with the qualitative evidence from the interventions, which included educational campaigns on water conservation and technical measures such as installation of tap pressure regulators. The combination of behavior changes and small-scale infrastructure improvements is expected to support gradual water savings in the long term. Given the limited quantitative data available, these findings should be interpreted cautiously but are encouraging indicators of initial progress in the water sustainability efforts within the ECF4CLIM demonstration sites. Long-Term Environmental Impacts The long-term impacts of the water-related interventions implemented in the ECF4CLIM demonstration sites are primarily associated with changes in awareness, values, and daily behaviors that can gradually lead to more sustainable water consumption practices. Although most interventions did not involve major infrastructural transformations, they contributed to creating an educational environment in which the responsible use of water is understood as a key component of environmental citizenship. Schools integrated water-related topics into sustainability education efforts, fostering a deeper understanding of the connections between individual choices, resource consumption, and environmental H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 16 of 34 impacts. Through activities such as awareness campaigns, reuse initiatives, and sustainability-themed pedagogical events, students and teachers were encouraged to reflect on their own water footprint and adopt more conscious habits. This educational approach is expected to influence future decision-making, both within the school community and beyond. In higher education settings, the inclusion of water-related content in transdisciplinary curricula and sustainability modules is likely to shape the competencies and priorities of future professionals, reinforcing the role of water in broader sustainability transitions. Although the extent of such impacts is difficult to measure at this stage, the interventions helped establish a foundation for lasting behavioral and institutional change. By making water a visible and recurring topic in school life—whether through direct interventions or as part of broader sustainability efforts, these actions support the emergence of long-term environmental responsibility and cultural shifts that extend well beyond the duration of the project. 5.3. Transport Overview of Interventions The transport sector was one of the least directly addressed areas within the ECF4CLIM demonstration sites. Despite the significant role that mobility plays in environmental sustainability, particularly in relation to air pollution, greenhouse gas emissions, and energy consumption, only one school implemented a concrete intervention explicitly focused on transport. This limited engagement may be due to the infrastructural and policy constraints often associated with sustainable transport measures in school environments. Unlike sectors such as waste or water, transportrelated changes often require coordination with external actors (e.g., municipalities, transit authorities), involve more substantial logistical challenges, or fall outside the direct control of school administrations. The sole transport-related intervention was implemented in School 1 from Portugal and focused on promoting active mobility among students by ensuring that all children could learn how to ride a bicycle. While this action may appear modest in scope, it carries strong long-term potential for behavioral change, fostering a culture of sustainable mobility from an early age. Short-Term Impact Assessment Due to the very limited number of transport interventions, short-term environmental impacts in this sector are not observable across the demonstration sites. The intervention in Portugal, involving bicycle lessons for students, did not include measurable impacts within the project period. However, it represents a foundational step toward promoting active mobility, particularly in underserved communities where students may not otherwise have access to this essential life skill. Short-term educational benefits include increased awareness of alternative, low-impact transportation methods and the inclusion of cycling as a viable and healthy mode of transport in students’ daily lives. The initiative may also help normalize sustainable mobility within the broader school culture, although these outcomes are largely qualitative and expected to unfold over time. Long-Term Environmental Impacts H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 17 of 34 The long-term impact of the transport-related intervention implemented in Portugal lies in its potential to foster a cultural and behavioral shift toward sustainable mobility. By teaching all children how to ride a bicycle, the school promotes the use of active transport from an early age, especially in communities where such opportunities may not otherwise exist. While the immediate environmental effects may be limited, the intervention contributes to developing skills and confidence that can influence students' future transportation choices. Over time, as more students become comfortable with cycling, this can lead to a gradual reduction in car dependency, particularly for short-distance travel to and from school. Such a shift can result in lower greenhouse gas emissions, improved air quality in urban environments, and reduced noise pollution. Furthermore, the initiative supports broader goals related to public health, as increased physical activity among children is linked to numerous health benefits. By normalizing cycling as a viable and accessible mode of transport, the intervention also helps cultivate a shared responsibility for environmental sustainability within the school community. Although this transformation is difficult to measure in the short term, it contributes to a longer-term vision in which sustainable mobility becomes an embedded practice in everyday life. In this sense, the action serves not only as a mobility initiative but also as a catalyst for broader environmental citizenship and intergenerational change. 5.4. Green Spaces Overview of Interventions The green spaces sector was addressed in a limited but meaningful way across the ECF4CLIM demonstration sites. The institutions implemented interventions specifically targeting the creation, improvement, or educational use of green areas within or near the school grounds. These actions reflect a growing interest in reconnecting students with nature, promoting biodiversity, and enhancing the educational and social potential of outdoor spaces. A total of 4 out of 13 schools reported one or more interventions explicitly related to green spaces. These included the construction of school gardens, the greening of outdoor learning areas, and awareness campaigns promoting the use and preservation of green infrastructure. While the scale of these interventions varied, all shared a common goal: to make green spaces a more visible and functional part of the school environment. Some projects aimed to create edible gardens maintained by the school community, while others introduced vegetation in previously unused areas to improve aesthetics and ecological value. In certain cases, these green spaces also served as platforms for interdisciplinary learning, combining environmental education with health promotion, science, and citizenship. Table 7 presents an overview of the schools that implemented green space-related interventions, and the number of distinct actions reported. Table 7 – Number of green space-related interventions implemented in the ECF4CLIM demonstration sites H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 18 of 34 Country School code No. of green space-related interventions Portugal S1 1 Portugal S3 1 Spain S4 3 Spain S5 1 Short-Term Impact Assessment The short-term impacts of the green space interventions implemented in the ECF4CLIM demonstration sites were significant in terms of educational engagement, local biodiversity promotion, and improvement of the school environment. Most interventions focused on awareness-raising and the functional creation of small green areas within school premises, often with student participation in design or maintenance. These actions helped to enhance the visibility of nature-based solutions in the school context and provided a platform for experiential learning and community interaction. Some schools introduced new planted areas or gardens, aiming to increase vegetation coverage and improve local microclimates. In others, green spaces were used as educational tools, allowing students to observe ecological processes, understand the benefits of permeable surfaces, or reflect on biodiversity. In all cases, the emphasis was not only on environmental benefits but also on fostering care, responsibility, and a sense of place among students. These interventions were a symbolic and pedagogical value recognized by participating schools. Improvements in the visual quality of schoolyards, increased use of outdoor areas for learning activities, and positive student feedback were among the reported short-term effects. In some cases, these efforts contributed to broader goals such as community involvement or intergenerational learning, particularly when gardening activities or greening campaigns engaged families or local partners. To assess the measurable impacts of the green space-related interventions, two main KPI scores were calculated: the green space usage score (GS1) and the annual CO₂ sequestration score (GS2). These scores aggregate several underlying KPIs detailed in Deliverable 4.3, including but not limited to: • Number of trees per non-covered area (KPI-GS1) • Number of trees per student (KPI-GS2) • Green area as a percentage of non-covered area (KPI-GS3) • Green area per student (KPI-GS4) • Annual CO₂ sequestration per non-covered area (KPI-GS5) Other related KPIs such as total chemicals used for maintenance (KPI-GS6) and CO₂ emissions from maintenance activities (KPI-GS7) were not used in this assessment due to insufficient data. Only two demonstration sites in Spain provided the necessary data to calculate these green space scores. The two Portuguese schools with green space interventions could not be included in this quantitative analysis because ongoing construction prevented accurate assessment of their green area layouts. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 19 of 34 Figure 4 - Green spaces scores (0-5) of the demonstration sites Comparing the post-intervention data with the baseline, clear improvements are observed. For the green space usage score (GS1), which reflects the green space available per student, baseline values increased from 1.1 to 1.8 and 2.7 respectively in these schools, indicating a significant expansion or enhancement of usable green spaces accessible to students. Similarly, the annual CO₂ sequestration score (GS2) rose from baseline values of 1.1 and 0.5 to 1.3 and 3.3 respectively, reflecting an increased capacity of the green spaces to capture and store carbon dioxide (Figure 4). These positive trends highlight concrete environmental benefits of the interventions, contributing not only to improved school environments but also to broader climate change mitigation goals through enhanced carbon sequestration. Long-Term Environmental Impacts The green spaces interventions implemented in ECF4CLIM demonstration sites are expected to generate long-lasting impacts that go beyond immediate environmental benefits. By transforming underutilized or degraded areas into gardens, shaded outdoor classrooms, and recreational green zones, these actions contribute to the regeneration of the school environment and promote a stronger connection with nature among students and staff. Several schools explicitly noted that these green spaces are not only seen as physical improvements, but as long-term educational tools. The integration of gardening and biodiversity into school routines helps to instill values of care, observation, and ecological responsibility in students from a young age. This experiential H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 20 of 34 learning fosters a deeper understanding of natural cycles and the importance of preserving green infrastructure, particularly in increasingly urbanized areas. In some contexts, the intervention aimed to create a more liveable and climatically resilient school/campus, using green spaces as a response to heat island effects and to promote comfort and well-being. While the tangible effects on temperature or microclimate may take time to become evident, the visibility of these spaces and the participatory process through which they were designed contribute to long-term institutional awareness and prioritization of green infrastructure in future planning. More broadly, the consistent presence of natural elements in school life—whether through tree planting, shaded structures, or garden projects, can influence future behaviors and choices. Students who grow up in greener learning environments may be more likely to advocate for or design similar spaces in their own communities later in life. In this sense, the green space interventions not only change the physical layout of the school, but also shape a mindset that values environmental quality, well-being, and sustainability. 5.5. Green Procurement Overview of Interventions The green procurement sector was addressed in a significant number of ECF4CLIM demonstration sites, reflecting an increasing awareness of the environmental impact associated with institutional purchasing practices. A total of 6 out of 13 schools implemented one or more interventions with a clear and explicit focus on green procurement, including actions related to sustainable food systems, critical consumption, reuse of materials, and promotion of eco-friendly products and services. These interventions varied widely in scope and strategy. In some cases, they focused on the direct implementation of greener procurement practices—such as prioritizing local and organic food, reducing single-use items, or integrating environmental criteria into purchasing decisions. In other cases, the approach was more educational or strategic, aiming to instill values of responsible consumption through school-wide campaigns, curriculum innovation, and institutional planning. Several interventions also addressed food systems from a sustainability perspective, combining environmental, health, and ethical dimensions. Table 9 provides an overview of the schools that reported at least one green procurement-related intervention. Table 8 – Number of green procurement-related interventions implemented in the ECF4CLIM demonstration sites Country School code No. of green procurement-related interventions Portugal S3 1 Spain S4 1 Spain S6 2 Finland S11 3 Finland S12 1 Finland S13 1 H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 21 of 34 Short-Term Impact Assessment Most interventions in the green procurement sector were of an exploratory or awareness-raising nature, aiming to introduce sustainability criteria into purchasing decisions or to promote more conscious consumption habits among students and staff. These actions were often integrated into broader sustainability education efforts, making procurement an entry point to discuss environmental impact and systemic change. In the short term, the environmental effects of these interventions were limited and largely non-quantifiable. Schools reported small-scale behavioral changes—such as increased reuse of school materials, attention to food origin and waste, and experimentation with vegetarian meals—as initial signs of change. In some cases, schools began to reflect on procurement choices at an institutional level, questioning current suppliers and exploring alternatives with lower environmental impact. However, no school was able to provide concrete metrics or data that would allow for the calculation of short-term improvements. This is expected given the nature of the sector: measurable environmental benefits from green procurement typically emerge over longer periods and require systemic adjustments in purchasing frameworks, supplier relationships, and budgetary procedures. Nonetheless, the groundwork laid by these initial actions is essential for future transformation. By making procurement decisions more visible and connected to environmental outcomes, these interventions opened space for longer-term institutional shifts and helped cultivate a culture of responsibility in daily operations. Long-Term Environmental Impacts The green procurement interventions implemented during the ECF4CLIM project has a long-term potential lies in the cultural and institutional shifts they help to initiate. By introducing sustainability principles into school purchasing decisions, however informally, encouraged reflection on the broader environmental implications of everyday operations, including the acquisition of food, supplies, and teaching materials. Several schools integrated green procurement considerations into wider educational strategies, often linked to circular economy principles, sustainable food systems, or responsible consumption. Through awarenessraising campaigns, student-led projects, and participatory events, schools engaged their communities in rethinking what and how resources are consumed. In some cases, actions such as the introduction of vegetarian meals, creative reuse of existing materials, or thematic discussions about the sustainability of food supply chains, helped translate abstract ideas into tangible, relatable experiences. While structural changes to procurement processes are inherently gradual and often constrained by administrative and legal frameworks, the educational foundation laid by these interventions can influence future decision-making. Teachers, students, and school management teams who are exposed to these concepts are more likely to consider environmental criteria in future purchases, advocate for greener alternatives, and shape institutional policies over time. In higher education settings, green procurement actions were often framed within broader strategic objectives—such as developing sustainable food systems or designing transversal learning environments that integrate consumption-related topics. These initiatives hold promise for multiplying impact beyond campus boundaries, as they may shape the competencies and attitudes of future professionals. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 22 of 34 Ultimately, the legacy of these interventions will depend on their continuity and reinforcement. While the immediate impacts were limited, their contribution to embedding sustainability thinking into daily practices and institutional culture represents a critical step toward longer-term environmental responsibility. 5.6. Air Quality Overview of Interventions Air quality was not one of the initially prioritized sectors in the baseline assessment of the ECF4CLIM project, primarily due to the absence of monitoring infrastructure in most schools. As a result, no quantitative KPIs were defined or measured at that stage. However, the relevance of this topic has grown throughout the project, particularly as air pollution in schools is increasingly recognized as a health and learning concern. Some demonstration sites identified air quality as an important issue and took steps to address it. A few explicitly implemented interventions aimed at monitoring or improving indoor air quality. These measures include the installation of air quality sensors or curricular and awareness-raising activities that addressed air quality in the broader context of environmental health and sustainable building design. It is worth noting that, although only a small number of schools formally classified these actions under the “air quality” category, all most schools have since acquired real-time indoor air quality sensors and are collecting data on parameters such as CO₂, VOCs, particulate matter, temperature, and humidity. Table 10 summarizes the schools that implemented specific interventions related to air quality. Table 9 – Number of air quality-related interventions implemented in the ECF4CLIM demonstration sites Country School code No. of air quality-related interventions Portugal S3 1 Spain S4 1 Spain S5 1 Short-Term Impact Assessment The short-term impacts of the air quality interventions are diverse but primarily educational and infrastructural. Schools that implemented monitoring systems reported increased awareness among students and staff regarding indoor environmental conditions. By visualizing real-time air quality data, school communities became more engaged in practices that improve ventilation, reduce emissions indoors, and adjust behaviors accordingly. Some schools implemented technical solutions, such as adiabatic bioclimatic systems, to reduce indoor temperatures and improve air circulation. In such cases, while direct impacts on air pollutant concentrations may not have been immediately measured, improvements in perceived air comfort and temperature stability were achieved. Furthermore, several schools reported that discussions about air quality—whether through student-led campaigns or curriculum integration—fostered greater understanding of the link between air pollution, health, and climate change. These activities helped develop transversal competencies such as critical thinking, data interpretation, and sustainable behavior. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 29 of 34 Figure 9 - Carbon emissions score (0-5). The energy sector analysis highlights the importance of tailoring interventions to building type, usage patterns, and local climate. Infrastructure upgrades combined with educational engagement have produced measurable energy savings and emission reductions. The energy consumption and cost scores show a mixed but overall positive trend: high-consuming schools are catching up through effective interventions, while low-consuming schools maintain good performance. Renewable energy scores reveal room for expansion. Continued focus on renewable energy deployment, improved monitoring, and energy cost management will be essential to sustain and amplify these gains. Linking technical measures with education ensures that the culture of sustainability permeates school communities, supporting long-term impact. Long-Term Environmental Impacts Long-term benefits of the energy interventions extend beyond immediate consumption reductions to include cultural shifts and the embedding of sustainability values within the educational communities. The installation of renewable energy infrastructure such as photovoltaic systems serves as a visible commitment to sustainability, fostering a culture where energy-conscious decision-making becomes the norm. Students exposed to hands-on learning and monitoring of such systems develop competencies and attitudes that influence their lifelong environmental behavior. Energy efficiency upgrades contribute to lasting improvements in building performance and occupant comfort, encouraging schools to prioritize sustainable infrastructure investment in the future. Educational programs that integrate sustainability concepts into curricula and promote engagement with renewable energy and efficient energy use nurture future citizens who are more aware of climate change mitigation and resource conservation. H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 30 of 34 These interventions collectively support a transition towards low-carbon educational environments and inspire wider societal change as students and staff become advocates for sustainable energy use within their families and communities. 6. CROSS-SECTORAL INSIGHTS AND REFLECTIONS The broad evaluation of environmental interventions across the ECF4CLIM demonstration sites reveals profound cross-sectoral insights that underscore the interconnected nature of sustainability efforts within educational settings. While the project addressed distinct sectors—energy, waste, water, green spaces, air quality, and transport—through tailored measures adapted to local contexts, the cumulative effect highlights the vital importance of integrated approaches that leverage synergies to maximize environmental, educational, and social impact. An example of this synergy is between energy conservation initiatives and sustainability education, where behavioral changes promoted through energy-saving measures also catalyzed improved practices in waste reduction and water conservation. Students engaged in energy awareness campaigns reported more attention to waste sorting and water use efficiency, illustrating how environmental literacy fosters reinforcing behavior changes that span multiple domains. This interconnection validates the potential of holistic education frameworks, such as GreenComp, which cultivate competencies that are transferable and applicable across environmental sectors, thus supporting more systemic sustainability progress. Similarly, interventions focused on green spaces delivered multifaceted benefits by enhancing biodiversity, promoting wellbeing, and contributing indirectly to improved air quality and microclimate regulation. These natural co-benefits extend beyond isolated sectoral targets, illustrating the importance of considering ecological interrelations when designing sustainability measures. Complementarily, waste reduction campaigns supported resource conservation by lowering the demand for raw materials, with downstream effects that reduce energy and water consumption embedded in production and supply chains. The integration of physical improvements—such as energy-efficient infrastructure, water-saving devices, enhanced waste sorting facilities, and the establishment of green areas—with educational initiatives was central to achieving persistent impact. Educational efforts instilled awareness and raised stewardship, creating a reinforcing feedback loop wherein increased knowledge inspires responsible actions, which in turn deepen learning and enhance community engagement. This dynamic interaction between infrastructure and education amplifies the overall effectiveness of sustainability interventions. Long-term impacts, as documented through participatory projects and inclusive governance structures, are not limited to immediate environmental gains but also include transformative shifts in attitudes, daily routines, and institutional practices. Such changes embed sustainability into the operational DNA of schools, strengthening ownership, accountability, and the capacity for continual adaptation and improvement. Importantly, the educational dimension extends the reach of interventions beyond school boundaries, with students and staff acting as ambassadors who disseminate environmental values and behaviors into families and local communities. This multiplier effect is pivotal in fostering widespread societal change and ensuring the endurance of sustainability outcomes. Nonetheless, several persistent challenges have emerged throughout the project. Variability in data availability and quality across sectors and schools limited the depth of quantitative assessment and comparability. Sustaining engagement of diverse stakeholders—including students, teachers, administrative H2020-LC-GD-2020-3, Project 101036505, ECF4CLIM, European Competence Framework for a Low Carbon Economy and Sustainability through Education D6.3 – Post-Implementation Environmental Assessment of Selected Educational Establishments Page 31 of 34 personnel, and local partners—proved demanding amid competing priorities and resource constraints. Maintaining momentum and institutionalizing interventions requires deliberate strategies to embed sustainability into policy, curriculum, and school culture, avoiding fragmented or isolated efforts. Fostering cross-sector collaboration among environmental managers, educators, and community stakeholders is essential to harness multidimensional benefits and avoid duplication. Clear institutional pathways must be established to secure long-term sustainability integration within schools’ operational frameworks. In conclusion, the cross-sectoral perspective of the ECF4CLIM project affirms that education for sustainability is not a standalone objective but a foundational element that connects diverse environmental goals. It enables coordinated, resilient progress toward greener, healthier, and more engaged school environments, cultivating informed citizens equipped to drive sustainable transformation beyond the educational sphere. 7. CONCLUSION The ECF4CLIM project exemplifies how targeted, intervention-driven approaches within educational institutions can generate meaningful improvements in environmental performance while simultaneously advancing sustainability education and fostering community engagement. The mixed-methods evaluation combining quantitative KPIs and qualitative insights across sectors revealed tangible progress in resource use efficiency, waste management, green infrastructure enhancement, and environmental awareness. These advances were achieved despite varied data quality and external challenges. Central to the project’s success was the participatory co-creation of interventions, which empowered schools to tailor solutions to their unique contexts and capacities. This personalized approach cultivated strong stakeholder ownership, enhanced relevance, and facilitated behavioral change, with students, educators, and staff embracing sustainability as an integral part of school life. Active participation by the school communities proved critical not only for implementation but for embedding sustainability values and practices that transcend project timelines. Student-led initiatives, peer education, and collaborative events fostered a culture of shared responsibility and proactive engagement, which schools anticipate will continue and expand. Institutionalization of environmental monitoring and sustainability education emerged as a key factor for maintaining momentum. The project demonstrated that combining infrastructure upgrades with competence-building and awareness campaigns creates synergistic effects that reinforce environmental stewardship. The lessons and methodologies developed through ECF4CLIM offer a replicable model for other educational settings seeking to integrate sustainability holistically. Emphasizing co-design, data-driven evaluation, and competency development ensures interventions are impactful, inclusive, and enduring. In conclusion, ECF4CLIM’s integrated, community-driven sustainability interventions highlight the transformative potential of schools as living laboratories for environmental action, nurturing informed, responsible citizens capable of contributing to a sustainable future.