Sustainable Energy Management in Tertiary Educational Buildings: A Case Study of Nigeria's Federal Capital Territory

Abstract

This article presents a case study conducted in Nigeria Federal Capital Territory, examining the current status, challenges, and potential strategies for sustainable energy management in tertiary educational buildings. The research analyzes the energy consumption patterns, prevalent sources, and the diverse appliances used in lecture halls across six (6) selected institutions. Findings reveal lights, fans, projectors, computers, speakers, and microphones as the most combined and essential items for lecture environment as recorded by 25.7% of the respondents and about significant 72.2% of respondents lack awareness regarding their lecture hall's energy consumption, emphasizing an information gap that may hinder the adoption of sustainable energy management practices. Despite this, a considerable proportion 27.5% expresses satisfaction with current energy consumption levels, indicating potential complacency and a need for heightened awareness. Notably, varied perceptions of about 58.2% exist regarding excessive energy usage and the potential for reduction without compromising service quality. The study identifies barriers to implementing sustainable energy management practices, with staffing limitations, complex decision-making processes, and initial costs ranking highest with an Relative Importance Index (RII) of 0.772, 0.759 and 0.762 respectively. Conversely, strong leadership commitment, sustainability education in the curriculum, and environmental regulations emerge as key drivers for fostering sustainable energy management practices with an average RII of 0.791, 0.779 and 0.778 respectively. Proposed strategies for enhancing sustainable energy management include the deployment of smart grid systems, educational initiatives for students and staff, efficient building designs, and the implementation of renewable energy sources. Respondents exhibit a willingness to embrace these strategies, contingent on the availability of necessary resources and support. In conclusion, this research underscores the need for improved data collection on energy consumption, heightened awareness campaigns, and strategic policy interventions to facilitate the transition to sustainable energy practices in educational buildings.