Abstract

To understand the importance of implementing energy-saving technologies in educational buildings, it is necessary to assess current energy consumption. The main goal of the article is to show the level of energy consumption of educational buildings in Russia. The main method of the study is to collect information from various sources and to analyze it in order to identify the factors that have the greatest impact on the volume of energy consumption. The collected information for Federal districts is compared with each other, and the average data for Russia is compared with figures for similar buildings in the European Union and North America. A comparison of the resulting data for the Federal districts of Russia shows that climate is one of the most important factors affecting energy consumption. As a result, according to different estimates, the total energy consumption in educational buildings is from 240 to 400 kWh/m2. It is one of the highest in comparison with developed countries of the European Union and North America.

Highlights

  • Within the scientific community, there is growing agreement that climate change is real and a threat to humankind [1]

  • The comparison of energy consumption of educational buildings in Russia with the same buildings in Europe and North America shows a great potential for energy saving

  • The most important contribution was made by Center for Energy Efficiency (CENEF) headed by I

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Summary

Introduction

There is growing agreement that climate change is real and a threat to humankind [1]. To develop measures in reducing of the buildings energy consumption, first of all, it is necessary to have high-quality, modern, comparable and most detailed diversified consumption data. These data should reflect the distinctive characteristics of various human activities in relation to energy use. The aggregated indicators have the advantage that they are and quickly available, in simple numbers they allow us to evaluate and compare the total energy consumption both in time and in space Their practical applicability is limited and in case of improperly use, they can be misleading.

The main sources of information
Types of educational institutions and their differences in energy consumption
Higher education institutions
Secondary and primary vocational education institutions
Schools
Preschool educational institution
Analytical data
Heating
Electricity consumption
Lighting
Energy efficiency in educational institutions in comparison
Findings
Conclusion
Full Text
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