IMPACT OF LIFE CYCLE ASSESSMENT-BASED EDUCATION ON SUSTAINABLE DECISION-MAKING AN INTERVENTION STUDY WITH PROFESSIONALS IN WIND AND SOLAR TECHNOLOGY FIRMS

Abstract

Aim: The purpose of this study is to develop and implement an educational program designed to empower professionals in the wind and solar energy industry to make knowledge-based sustainable decisions. The program achieves this by identifying the climate change and global warming impacts of wind and solar energy projects using the Life Cycle Assessment (LCA) methodology. The learning outcomes of the program are analysed through the lens of post-humanistic ecology.

Theory: This study is grounded in an integrated conceptual framework based on the theories of transformative learning and post-humanist ecology. Transformative learning theory is the learning process based on the idea that learners can critically adjust their beliefs and perspectives based on new information and is utilized as the guideline of the educational program structure and approach. The post-humanistic ecology which doubts the dominant anthropocentric perspective and promotes the holistic view of the entanglement of humans, non-human entities and the environment, works as the base theory for analysing the learning outcomes.

Method: This study adopts a qualitative approach, employing an intervention study design where an educational program is developed and implemented for professionals in the wind and solar energy sector. The methodology integrates content analysis and thematic analysis to gather and categorize data on climate change and global warming impacts in wind and solar technologies through LCA. The collected data are then organized into tables, highlighting the key findings. Additionally, the study includes the use of pre- and post-intervention questionnaires to capture participant feedback on their knowledge and decision-making abilities.

Results: Greenhouse gas (GHG) emissions intensity (gCO2-eq./kWh) is higher in solar technology compared to wind technology. Among the five life cycle phases of wind and solar power projects, the Manufacturing phase contributes the highest GHG emissions intensity, while the Decommissioning phase shows the lowest GHG emissions intensity. The remaining phases - Construction, Operation and Maintenance, and Transportation - exhibit varying levels of GHG emissions intensity, with their ranking shifting depending on the specific power project. Moreover, educational program participants enhanced their knowledge of LCA application in wind and solar power projects and developed critical skills for sustainable decision-making in their daily work. Lastly, analysed from a post-humanistic ecology perspective, the educational program fostered a broader awareness of the interconnections between humans and their activities and non-human entities and ecosystems.