It is a serious challenge for humanity to find an appropriate response to stop the accelerating rise in global temperature caused by atmospheric carbon dioxide emissions. After a methodological review of the literature, online and in-person modelling of education, work, and conferences, and relying on the results of life-cycle studies, we sought the answer to what reasonable solutions are available for decarbonization and energy reduction. During the research, the organizational carbon footprint of a selected office, educational institution and conference, and then the carbon footprint created by a person in 1 h, were examined. The two-day online education significantly reduced the daily commute load in transport by 402 tons of CO2 equivalent per year. Still, the energy demand of home learning subtracts 136 tons from this, so the real benefit was 266 tons above in an institution educating nearly 3500 students. In a workplace of 180 people, where 52% of employees commute, 90% teleworking saved 222 tons of carbon dioxide emissions in one month, taking into account the carbon footprint of working from home. In the case of conferences, the online solution reduces the carbon footprint due to the absence of travel and catering. Comparing the three areas, for the in-person case, the conference’s carbon footprint per person per hour was the highest (11.91 kg CO2 eq.). This value for education was 1.15 kg CO2 eq.; for work, it was the lowest with a value of 0.90 kg CO2 eq. Moving to an online space resulted in the most significant savings for the conference (11.55 kg CO2 eq.), followed by working (0.54 kg CO2 eq.), and minor savings were achieved in hybrid education (0.13 kg CO2 eq.). The sensitivity analysis highlighted the impact of transport on carbon footprint in all three cases. However, the life cycle cost analysis showed that moving to a virtual space reduces the life cycle cost of de-carbonization by 42%.

Hydrogen (H2) is increasingly cited as a key element of future sustainable energy systems. Environmental assessment of H2 production is gaining importance in meeting climate goals. While current literature mainly focuses on reducing CO2 emissions, other life cycle impacts – such as effects on ecosystems, human health, and resource use – are often underestimated. In the Hungarian context, this study represents the first attempt to estimate the environmental impacts of the national Hydrogen Strategy. This study aims to fill this gap through a quantitative environmental evaluation of hydrogen production pathways projected in the Hungarian Hydrogen Strategy. Based on life cycle assessment (LCA) using the Sphera database, three major production technologies were modelled: steam methane reforming (grey), reforming with carbon capture (blue), and solar PV-based electrolysis (green). Results show that the total environmental burden of hydrogen production in Hungary could be halved by 2050 compared to 2020, while the specific carbon footprint of H2 production could be 75 % lower than today. However, this projection excludes expected efficiency improvements, as much of the future capacity has yet to be built.

Our task focused on three main areas: determining the carbon footprint of university education through a university campus and identifying possible areas for emission reduction, investigating the impact of online education on the carbon footprint, identifying international practice, and developing a survey methodology to ensure comparability of results. After a comprehensive literature review, a functional unit and analysis method were defined, considering the areas responsible for carbon emissions on university campuses by scope and category. After determining the carbon footprint values of the present and a hypothetical hybrid solution, an enumeration of possible decarbonization solutions was outlined, as a conclusion of this research.