Influencing Sustainable Behavior Through Life Cycle Assessment: A Case Study on Single-Use Plastic Pen Consumption at a Teacher Education Institution in Kerala, India

Abstract

Sustainable campus practices in educational institutions often focus on infrastructure improvements and event-based green initiatives, while the environmental impact of everyday stationery items, particularly single-use plastic (SUP) pens, is frequently overlooked. This study conducts a survey on SUP pen consumption at a teacher education institution affiliated to the University of Kerala, India, followed by a Life Cycle Assessment (LCA) to evaluate their environmental footprint. The findings reveal significant environmental consequences, including global warming and aquamarine ecotoxicity, due to unmonitored usage driven by a heavy reliance on written assessments. After presenting the LCA report at the institution, the study assesses changes in user behavior, exploring the effectiveness of LCA as an educational tool for promoting sustainable practices. It is noted that the intervention enables student-teachers to render otherwise intangible forms of pollution, such as carbon emissions, aquatic toxicity, eutrophication, and resource depletion, into tangible representations, thereby enhancing ecological literacy through evidence-based reflection and improving their ability to communicate sustainability concepts to their students. As universities in India are planning to implement the Integrated Teacher Education Program (ITEP) and new syllabi-assessment systems, the research highlights the potential of digital alternatives to reduce environmental impact and foster sustainability.