Özet:

The leading threat facing the world today is global warming triggered by the increase in greenhouse gas emissions. The increase in greenhouse gas was caused by use of fossil fuels and increasing energy de-mand. One of the sectors with the fastest increase in energy demand in recent years is the IT sector. During the pandemic period started in 2019, the energy demand of the information sector has increased even more with the remote educations, meetings and studies. In this study, it is aimed to compare remote education and formal education in universities in terms of carbon footprint. In this context, carbon footprint evalua-tion was made for formal and remote education in line with the data obtained from the students of the graduate course named Green Informatics, which is given at Konya Selcuk University, Faculty of Technol-ogy. In emission calculations, the method recommended by the Intergovernmental Panel on Climate Change (IPCC) was used. Carbon footprint of graduate students are calculated as, 132.48 kg-CO2/semester with formal education and 50,72 kg-CO2/semester with remote education. Final CO2 emissions has ob-served to decrease by 62% with remote education. In formal education, CO2 emission originating from transportation has been the factor with the highest emission value with 116.76 kg-CO2/term. The evaluation of results showed that the emission value of remote education is lower than the emission value of formal education. In addition, remote education has been found to contribute significantly to the decrease in the carbon footprint value originating from education.

Anahtar Kelimeler: