Campus Initiatives Research Articles

The Innovative Smart Green Campus as Life-Based Learning Characteristics of Future Learning Efforts to Complete the SDG's

Objective: This study examines the application of the Smart Green Campus idea in higher education, focusing on its contribution to sustainability and experiential learning. Theoretical Framework: The study is founded on theories of sustainability, intelligent campus design, and experiential learning. These frameworks thoroughly comprehend integrating green technologies and experiential learning within educational settings. Method: This research employs a qualitative methodology, utilizing case studies of colleges executing Smart Green Campus programs to collect data. Data were collected via literature analysis, campus observations, and interviews with principal stakeholders. Results and Discussion: The results indicate that Smart Green Campus programs enhance students' environmental awareness and skill acquisition. Green technologies, including energy-efficient structures and sustainable transportation, promote an interactive learning atmosphere. Nonetheless, problems like financial expenditures and opposition to change are acknowledged. Research Implications: This study presents practical and theoretical implications by illustrating how Smart Green Campus initiatives can serve as examples of education aligned with the Sustainable Development Goals (SDG 6). The study emphasizes how universities can implement sustainable methods to improve environmental and educational outcomes. Originality/Value: This study enhances the literature by offering novel insights into the Smart Green Campus idea and its practical implementation. Its significance resides in providing a novel educational framework that equips students to address sustainable development challenges and must ensure the availability of clean water and sanitation as stated in SDG 6.

Sustainable UAO: Paving the Way Forward in the Rise of Sustainability as Institutional Ethos

In response to the pressing global environmental crisis precipitated by the transgression of planetary boundaries due to human activity, the Universidad Autónoma de Occidente (UAO) has made a steadfast commitment to the development of theories, strategies, and practices concerning sustainability since the late 1990s. Through the establishment of both undergraduate and graduate programs, as well as research projects and the Sustainable Campus initiative, UAO has laid the groundwork for national and international recognition in addressing sustainability. Acknowledging the progress made and the historical context, UAO recognizes that the time has come to take a significant quality step towards a more comprehensive and dedicated commitment. This step involves elevating sustainability to the status of institutional ethos. This entails ensuring that the principles of sustainability are prominently and explicitly integrated into the core functions of the university, including teaching, research, and social outreach. This work looks at the journey thus far and, more importantly, charts the course for the future in the elevation of sustainability as institutional ethos. It highlights the key milestones achieved over the past two decades while identifying the most significant challenges and barriers that the university must confront and overcome in the near future to fully embody this ethos. By doing so, UAO aims to realize its ambitious goal of becoming a truly sustainable institution.

How does a Smoke-Free campus initiative generates changes in smoking? A theory-based evaluation

Abstract Background Smoke-free campuses (SFC) prohibit smoking and vaping on all university grounds and for all users. Despite their effectiveness in reducing smoking prevalence, passive smoking, and denormalizing tobacco use, the complex interplay between the programme activities and their impact on users and campus environments remain unclear. This study aims to improve our understanding of the transformation processes associated with SFC expected outcomes. Methods We conducted a retrospective qualitative study on the first SFC implemented in France by the EHESP School of Public Health. Guided by Mayne’s theory of change framework that includes ten dimensions of an impact pathway (e.g. activities, reach/reaction, capacity, behaviour changes, etc.), the research examined the chain of effects and hypotheses driving this SFC. Our dataset included internal documents (e.g. minutes of meetings, administrative documents) and semi-structured interviews with stakeholders (n = 16) involved in the development and implementation of the analysed SFC. Data is currently being analysed. Results Initial results suggest that the EHESP’s SFC activities included communication initiatives, student ambassadors, cessation support for smokers, installation of smoking shelters on campus periphery, etc. These activities were geared on capacity change (e.g. securing support and compliance among campus users, reduce smoking opportunities, promoting the use of cessation aids) and were intended to drive behaviour change (reducing smoking and facilitating cessation among students and staff). The goal of this SFC was not only to impact behaviors but also to educate future health service managers at EHESP to implement SFC policies and set an example for other institutions in France. Conclusions This study identifies some of the transformations that activities of the EHESP’s SFC can generate in students and staff in order to fulfil its outcomes. It also highlighted its expected impact on other institutions. Key messages • Understanding how a smoke-free campus generates its changes is essential in facilitating transferability of experiences to other universities. • Smoke-free campus policies can also generate a broader impact on other institutions.

Proceedings of a membrane update symposium: advancements, scientific insights, and future trends for dialysis membranes for enhanced clinical outcomes in end stage kidney disease patients.

From September 6 - 8 2022, the Life/2022 Membrane Symposium was held in Frankfurt, Germany, and transmitted live to a worldwide internet audience. The event was part of the Life/Nephrology Campus initiative, a continuous educational platform for the nephrology community to expand knowledge and share expertise on contemporary topics in chronic kidney disease. We describe recent questions and advances in the field, and we underline challenges in the care of dialysis patients and opportunities for integration of new findings into clinical practice to improve patient outcomes in end stage kidney disease patients. Most patients with kidney failure are on maintenance hemodialysis (MHD). The scientific program of the symposium was developed around topics about the role, functional determinants, technical aspects, limitations, and clinical implications of membranes presently in use. International experts with clinical or technical expertise as well as scientific recognition within the nephrology community were asked to prepare their presentations based on their own experiences, perceptions, opinions, and sources of information. The symposium devoted a major portion to discussing novel approaches for improving membranes and treatment quality, including updates on innovative concepts that may could potentially transform the landscape of kidney replacement therapy for chronic kidney disease patients in the future. The intent was to provide insights into current attention points for healthcare professionals new to the field of MHD, and to test a unique forum for continuing medical education integrating physician and patient experiences to promote changes in clinical practice. Furthermore, the symposium premiered a specifically developed mixed reality holographic 3D model to demonstrate recent dialyzer innovation diminishing protein fouling on membrane surfaces. As a continuous online educational platform for scientific exchange, this Life/2022 event provided online learning opportunities with on-demand content, with all symposium lectures freely available on nephrologycampus.com.

The links between sustainability dimensions and green campus initiatives in mountain universities

Sustainability and green campus initiatives are widely examined in developed countries but less attention has been paid in developing countries such as Pakistan. Therefore, this study intends to examine the links between sustainability dimensions and green campus initiatives by mediating role of teachers and students’ involvement. Green campus or sustainable campus or environment friendly campus is based on the principles of environmental sustainability, incorporating social, and economic and environmental dimensions. Questionnaire for assessment of sustainability was adopted and 529 responses were received from the faculty, management and servicing staff of the seven Mountain Universities of the Gilgit Baltistan and Azad Jammu and Kashmir in Northern Pakistan. Partial Least Square Structural Equation Modeling (PL-SEM) was used to analyse the data. The results indicated that energy conservation, water conservation, green transport, sustainable waste management have enhanced campus green initiatives. Teachers and students’ involvement partially mediate the relationship between green transport strategies, sustainable waste management and green campuses initiatives. While on another hand, teachers and students’ involvement have not mediated the links between energy conservation, water conservation and green campus initiatives. The study contributes to theory building in the area of green and environment friendly campus initiatives by enriching the understanding of the processes carrying the effect of sustainability dimensions and both teachers and students’ involvement.

Relationship between the inner setting of CFIR and the delivery of the Healthy School Recognized Campus initiative: a mixed-methods analysis

IntroductionHealthy School Recognized Campus (HSRC) is a Texas A&M AgriLife Extension initiative that promotes the delivery of multiple evidence-based physical activity and nutrition programs in schools. Simultaneous delivery of programs as part of HSRC can result in critical implementation challenges. The study examines how the inner setting constructs from the Consolidated Framework for Implementation Research (CFIR) impact HSRC program delivery.MethodsWe surveyed (n = 26) and interviewed (n = 20) HSRC implementers (n = 28) to identify CFIR inner setting constructs related to program acceptability, appropriateness, and feasibility. Using a concurrent mixed-methods design, we coded interviews using the CFIR codebook, administered an inner setting survey, tested for relationships between constructs and implementation outcomes via chi-square tests, and compared quantitative and qualitative results.ResultsStakeholders at schools that implemented one program vs. more than one program reported no differences in acceptability, appropriateness, or feasibility outcomes (p > .05); however, there was a substantial difference in reported program minutes (1118.4 ± 951.5 vs. 2674.5 ± 1940.8; p = .036). Available resources and leadership engagement were related to HSRC acceptability (r = .41; p = .038 and r = .48; p = .012, respectively) and appropriateness (r = .39; p = .046 and r = 0.63; p = .001, respectively). Qualitative analyses revealed that tangible resources (e.g., curriculum, a garden) enabled implementation, whereas intangible resources (e.g., lack of time) hindered implementation. Participants also stressed the value of buy-in from many different stakeholders. Quantitative results revealed that implementation climate was related to HSRC acceptability (r = .46; p = .018), appropriateness (r = .50; p = .009), and feasibility (r = .55; p = .004). Learning climate was related to HSRC appropriateness (r = .50; p = .009). However, qualitative assessment of implementation climate subconstructs showed mixed perspectives about their relationship with implementation, possibly due to differences in the compatibility/priority of different programs following COVID-19. Networks/communication analysis showed that schools have inner and outer circles of communication that can either benefit or hinder implementation.ConclusionFew differences were found by the number of programs delivered. Implementation climate (i.e., compatibility, priority) and readiness for implementation (i.e., resources and leadership engagement) were important to HSRC implementation. Strategies that focus on reducing time-related burdens and engaging stakeholders may support HSRC’s delivery. Other constructs (e.g., communication, access to knowledge) may be important to the implementation of HSRC but need further exploration.

Driving Local Development with Social Engineer Approaches by Rajabhat University Students

Background and Aims: Social Engineering approaches are important for university students because they teach critical skills such as understanding human behavior and managing relationships, both of which are required for effective communication and leadership. These abilities not only improve their academic and professional interactions but also prepare them for real-world challenges by honing their ability to influence and motivate others ethically. This paper aims to explore how Rajabhat University students are utilizing social engineering approaches to drive local development. Methodology: The documentary research approach used in this review provides a thorough analysis of social engineering strategies by reviewing project reports, student records, and stakeholder interviews. This methodology combines thematic, comparative, and impact assessments to provide a thorough understanding of the effectiveness and challenges of these initiatives. Results: The finding found that Rajabhat University's student-led initiatives have significantly influenced local development by improving community health, promoting environmental sustainability, and preserving cultural heritage. The "Community Health Awareness Campaign" increased health literacy and community engagement, whereas the "Green Campus Initiative" improved environmental practices and reduced waste. The "Local Art and Culture Festival" helped to strengthen cultural ties while also providing valuable event management experience. Despite these accomplishments, challenges such as engaging hard-to-reach populations, sustaining participation, and managing logistics necessitated strategic solutions. Overall, these initiatives demonstrate the importance of student involvement in promoting community development and provide valuable insights for future projects. Conclusion: The findings show that Rajabhat University's student-led initiatives have had a significant impact on local development, including improved health, environmental sustainability, and cultural preservation. These efforts highlight the importance of student engagement in driving community progress and provide valuable lessons for future endeavors.

Strategies and Best Practices for Implementing Green Campus: A Change Management Reviews

The implementation of a green campus is a crucial effort to support environmental sustainability and reduce the carbon footprint of educational institutions. This journal aims to identify strategies and best practices for implementing a green campus using a change management approach. The method used in this study is a literature review, where various scientific articles, reports, and related documents are analyzed to gain a comprehensive understanding of the topic. The results of this study show that the success of green campus implementation depends on several key factors, including the involvement of all stakeholders, management commitment, the provision of adequate resources, and continuous education and training for all campus community members. Additionally, the application of environmentally friendly technologies, energy efficiency improvements, and effective waste management are also essential elements in green campus strategies. This study concludes that a systematic and well-planned change management approach is vital for achieving long-term sustainability goals. These findings are expected to provide practical guidance for educational institutions in designing and implementing effective green campus initiatives.

A Golden Perspective: The Evolution of an Exercise Is Medicine On Campus Program

This narrative review will explore the evolution of the Exercise is Medicine on Campus (EIM-OC) initiative, in general, while focusing specifically on the EIM-OC program at a gold-level recognized university through three main research questions. Established in 2016, this referral-based program offers a physical activity assessment and promotion element that incorporates yearly EIM-OC-supported events aimed at positively affecting academics, retention, and other related markers of individual participants. Interdisciplinary and cross-campus partnerships support this program with referral pathways, wellness event collaborations, participant interventions, and financial support. This EIM-OC program seeks to expand beyond student health services and other entry areas toward a self-referral model supported by trained mentors. The EIM-OC program supports the educational and professional development of individuals training to be health professionals while inspiring participants to consider a positive view of aging through movement as a healthy, normal part of life.

Hedgerows for Hedgehogs and Campus Biodiversity

Across society, organisations find themselves challenged to address the climate and nature emergencies. Universities have a complex set of responsibilities given that they are preparing students for an uncertain future in which the very survival of life is in the balance. A characteristic of this complex challenge is the need to develop the necessary ecological and vertical literacy required to tackle the many aspects of fragmentation we are subject to. The 30x30 biodiversity challenge provides universities with an opportunity to address one particular form of fragmentation, that affecting habitats. The case study presented here explores how a Hedgehog Friendly Campus (HFC) initiative allowed awareness of hedgehog habitat needs and in particular the health of hedgerows to feed into campus environmental management. A surprising finding is that addressing the fragmentation of hedgerows highlights organisational fragmentation, with little communication between landscape managers, research and teaching. A collaborative systems approach to the biodiversity challenge is thus needed and realising this will challenge universities to build their capacity to embrace research and learning for sustainability through living lab projects. This requires a recognition of the responsibility universities have to enable action learning across disciplines in ways that will connect staff and students to, and bring them into relation with, the biodiversity crisis at a local level. The HFC initiative provides a rich opportunity for communities of inquiry and practice to be nurtured and for this process to inform the evolution of our understanding of habitat restoration on university campuses as a corporate responsibility.

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

Driving Accessibility: Tarrant County College’s Online Campus Races Toward Accessibility for Online Courses and Communication?

This article presents Tarrant County College Connect Campus's initiative to enhance accessibility in online courses and communication. It highlights the challenges of compliance with state and federal accessibility regulations in higher education and the legal, financial, and human impacts of non-compliance. The study discusses the disproportionately lower accommodation rates for students with disabilities at two-year colleges compared to four-year institutions. The TCC Connect Campus Accessibility Roadmap (CAR) is introduced as a comprehensive approach to creating accessible learning environments, including continuous improvement plans to align with changing regulations and new technologies.

Nano-integrating green and low-carbon concepts into ideological and political education in higher education institutions through K-means clustering

Universities and colleges play a pivotal role in the pursuit of a future that is sustainable through their pedagogical efforts and the execution of state-of-the-art research endeavors aimed at mitigating the effects of climate change. Higher Education Institutions (HEIs) serve as crucial catalysts in advancing sustainable development. HEIs are increasingly embracing precise measures to reduce their carbon footprint (CF) while also educating students on global sustainability. These nano-methods provide a quantitative framework for assessing a campus's sustainability efforts in line with Green Campus (GC) initiatives to lower carbon emissions align with GC goals. This study employs K-means clustering to analyze the integration of green and low-carbon principles in higher education political and ideological studies. Its goal is to identify patterns, assess teaching effectiveness, and improve sustainability education, aligning with Green Campus initiatives to enhance institutional contributions to sustainable growth through informed pedagogical strategies. Input data includes curriculum content, teaching methods, student engagement, and institutional goals related to sustainability. Seeking to improve sustainability education align with Green Campus initiatives, higher education can strategically enhance their contributions to long-term sustainability and growth through effective pedagogical approaches. Cluster 3 has the lowest WCSS value of 1200, indicating tighter cohesion and less variability within this cluster compared to Cluster 1 (1500) and Cluster 2 (1800). Cluster 3 stands out with the highest silhouette score of 0.7, suggesting well-defined and distinct clusters, while Cluster 2 has the lowest score of 0.4, indicating some overlap or ambiguity in data points. Cluster 1 has the lowest Davies-Bouldin Index of 0.4, implying better separation between clusters compared to Cluster 2 (0.6) and Cluster 3 (0.5). Cluster 3 is well-defined and cohesive, showing strong integration of green practices. Cluster 1 displays good separation and cohesion, while Cluster 2 requires refinement due to potential overlap in sustainability integration.

Effect of thermal environmental factors on female students during summer and spring season: promoting a sustainable campus initiative

PurposeThe present study was conducted at the female campus of the United Arab Emirates University (UAEU), with a specific emphasis on the outside environment. This study aims to explore the influence of external conditions, including AC (AC), Time of Day (TD) variations, and Landscape Sites (LS) differences, on changes in physiological temperatures. Specifically, the focus is on understanding the dynamics of skin and abaya temperature (AT) when exposed to transient thermal environments, considering factors such as AC, LS, and different TD. By investigating these parameters, the research aims to gain insights into the thermal dynamics experienced by female students at the UAEU campus which can further lead to evaluate the thermal comfort (TC).Design/methodology/approachThe study involved three college-aged female participants simulating a daily walk to class on a arid tropical university campus. Real-time thermal measures were captured at 10-min intervals using the FLIR Thermal Camera. Statistical analyses, including the Kruskal–Wallis test and Don Bonferroni pairwise comparisons, were employed to assess significant differences in thermal conditions based on AC, TD, and LS. These tests rigorously analyzed the data to identify statistically significant variations in thermal conditions among the specified factors. Additionally, temperature data from the ECMWF ERA5 dataset, covering global climate from January 1940 to the present, was utilized. The GRADS application on a Linux-based system was used for data visualization and map chart creation.FindingsThe study reveals a slight influence of AC on both Abaya temperatures (AT) and Skin temperatures (ST) during the summer, with more pronounced diurnal changes in the afternoon significantly affecting both metrics. Site characteristics minimally impact AT, but they have a noteworthy effect on ST. In the spring season, AT and ST remain unaffected by AC, while temporal fluctuations, particularly in the afternoon, exert a significant influence. LS variations show statistically insignificant impacts on both AT and ST. Additionally, temperature maps for specific 2023 dates provide distinctive trends in the UAE, offering insights into dynamic climatic conditions varying by season and TD.Originality/valueThe study aims to address a knowledge gap by investigating the influence of AC, TD, and LS variations on physiological temperature change, specifically focusing on skin and AT. This investigation is conducted in the context of individuals exposed to thermal environmental factors within a arid tropical university campus setting.Practical implicationsThis research contributes to the existing knowledge by providing specific data on thermal conditions within the campus, enabling informed decision-making for creating a more comfortable and conducive environment for the students, thereby contributing to the goal of a sustainable campus.

Unpacking Smart Campus Assessment: Developing a Framework via Narrative Literature Review

The emergence of the smart campus approach for university campuses addresses the digital transformation needs of higher education institutions, driven by the increasing capability and popularity of digital technologies like artificial intelligence and the internet of things. While existing research has laid a foundation for conceptualizing smart campuses and developing implementation frameworks, a significant gap remains in understanding how to assess a university campus’s ‘smartness’ effectively. The lack of a robust assessment framework makes it challenging to gauge the effectiveness of smart campus initiatives and identify areas for improvement. This study aims to bridge this research gap by identifying key indicators for evaluating the ‘smartness’ of university campuses. Using a narrative literature review method, the study comprehensively reviews the recent literature on smart campuses, organizational management, and societal applications, focusing on identifying pertinent indicators. By incorporating insights from different domains, the study presents a holistic understanding of the indicators necessary for assessing the ‘smartness’ of university campuses through the proposed smart campus assessment framework. The framework and the insights generated inform researchers and decision-makers in assessing and monitoring the effectiveness of smart campuses.

Green entrepreneurship’s role in resolving Green Campus Initiatives challenges in higher education

Green entrepreneurship’s role in resolving Green Campus Initiatives challenges in higher education

Implementing an approach to prevent life-threatening bleeding: Guidance on forming a campus initiative.

A community that is trained to respond to life-threatening bleeding can reduce the risk of death from trauma and violence. Stop The Bleed is a nationally recognized, free, 1-hour bleeding control training designed for laypersons. Implementing a campuswide Stop the Bleed initiative can be daunting,yet vital to creating a safe, prepared campus. Guidance is offered by faculty, staff, and students from a Stop the Bleed initiative at a public university in the southern United States. This guide provides real-life examples and recommendations based on experience. Utilization of population health nursing students is a fundamental component of success.

Green campus and student proactivity initiatives: the importance of a participatory approach

PurposeThis study aims to examine the mediating role of students’ knowledge of sustainable development (SD) in the relationship between green campus initiatives by higher education institutions (HEIs) and student proactivity.Design/methodology/approachThe research, with a quantitative approach, was carried out with students linked to HEIs belonging to the Sustainable Campus Network – Portugal (RCS-PT).FindingsIt was concluded that communications of HEI SD initiatives, green campus operations and approach to SD in the classroom have a positive and significant effect on students’ proactivity toward SD. It was also concluded that SD-oriented student knowledge is a mediator in these relationships.Research limitations/implicationsAn underlying argument is that students with SD-oriented knowledge engage in proactive behaviors, taking the best HEI initiatives as a precedent among students of the HEIs belonging to the RCS-PT.Practical implicationsHEI initiatives can be drivers for proactive student behaviors regarding SD. Thus, this study brings guidance to university leaders and other stakeholders. The findings can also be useful for those involved in planning SD-oriented actions in HEIs.Social implicationsStrengthen the role of higher education as co-creators of change by promoting the principles of SD in future professionals. Education is a strong instrument for behavioral change, so HEIs play a fundamental role here having a direct impact on society.Originality/valueThis research sought to expand the dialogue about SD in HEIs, especially in achieving sustainable development goals, intertwined with the idea of participation and engagement of students.

The influence of using smart technologies for sustainable development in higher education institutions

Promoting sustainability development in education is a global endeavor, aiming to foster the sharing of experiences and knowledge on sustainability development. To achieve that, educational institutions worldwide have increasingly embraced educational technology and integrated online learning components into their instructional methods. This research focuses on the pivotal role of students as influential catalysts for advancing sustainable development within higher education. Specifically, it investigates the extent of students' familiarity with sustainable development initiatives within higher education institutions in the UAE. To achieve this objective, the study introduces the Technology-Integration Framework for Education Sustainable Development (TIFESD), which serves as an evaluative tool for appraising students' awareness of technology-driven elements woven into the broader context of Education for Sustainable Development (ESD) within their respective universities. The research employs a quantitative methodology, encompassing the collection of 513 survey responses from students across nine universities in the UAE. This data analysis explores the potential relationship between the integration of technology and students' cognizance of factors that bolster sustainable development. The study's outcomes underscore students' profound awareness of a spectrum of technology-driven elements, including Green Campus initiatives, Smart Education strategies, Smart Campus facilities, and the influence of curriculum and course offerings—all of which collectively contribute to the advancement of sustainable development practices within higher education institutions.

Roles of Education in Creating Awareness of Sustainability Campus Management for Green Campus Concept

This paper examines the role of education in creating awareness about sustainable campus management and the green campus concept. By involving the entire campus community, sustainable campus initiatives can lead to a more vibrant and inclusive community. A green campus is one that is environmentally responsible and promotes the sustainability of the campus environment. Educating students, educators, and non-academic staff about sustainability campus management and the green campus concept can encourage sustainable lifestyle choices and increase environmental awareness. This can foster a culture of sustainability and create a more environmentally conscious community. When universities and colleges implement sustainable campus management practices and principles, it is referred to as the green campus concept. Education awareness is a characteristic that is integral to an individual or entity and helps identify or define them. Sustainable campus management involves designing, implementing, and overseeing sustainable practices and activities such as integrating sustainability concepts into transportation, infrastructure, facilities management, resource conservation, waste management, and curriculum creation. A green campus is one that prioritizes the environment and incorporates environmental science into its administration, policy, and academic pursuits. By educating the campus community about the green campus concept and sustainability campus management, it is hoped that a sustainable understanding will be fostered, leading to a bright future for the green campus initiative. For the adaptation value toward sustainability campus management for green campus concept sustainable for the campus community.