District 11 installing thermal energy network, aims to lower energy costs – KOAA News 5

Report on Geothermal Energy Implementation in Colorado Springs School District 11

Project Overview and Contribution to Sustainable Development Goals

Colorado Springs School District 11 (D11) has been awarded a $5 million grant to install a thermal energy network at Palmer High School. This initiative is part of a larger state-funded program aimed at promoting sustainable infrastructure. The project directly supports several United Nations Sustainable Development Goals (SDGs) by focusing on renewable energy, climate action, and enhancing educational environments.

Alignment with SDG 7 (Affordable and Clean Energy) and SDG 13 (Climate Action)

The core of the project is the implementation of a geothermal heating and cooling system, which represents a significant step towards sustainable energy consumption.

• Clean Energy Transition: The system utilizes thermal energy by circulating air, completely eliminating the need for fossil fuels for heating and cooling the facility.
• Climate Action: This transition directly contributes to SDG 13 by substantially reducing CO2 emissions, mitigating the school’s environmental impact.
• Long-Term Sustainability: The geothermal network is designed for longevity, with an expected operational lifespan of approximately 50 years, ensuring a long-term source of clean energy.

Supporting SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities)

The benefits of the project extend beyond environmental impact, creating a more sustainable and effective educational community.

1. Economic Sustainability: The reduction in energy consumption will lead to significant cost savings for the district and taxpayers. This financial efficiency supports the creation of sustainable community infrastructure (SDG 11).
2. Reinvestment in Education: As stated by D11 Capital Program Manager Jennifer Hotaling, the financial savings will be redirected into classrooms. This reinvestment directly supports SDG 4 by increasing the value and resources available for student education.
3. District-Wide Initiative: The installation at Palmer High School is part of a broader strategy, with 10 of the district’s 47 campuses already operating geothermal networks, demonstrating a long-term commitment to sustainable practices.

Enhancing SDG 3 (Good Health and Well-being)

The new thermal energy network provides immediate and direct health benefits for students and staff, fostering a healthier learning environment.

• Improved Air Quality: The system contributes to cleaner indoor air, which is crucial for the health and well-being of the school’s occupants.
• Optimal Learning Conditions: The geothermal system operates more quietly than traditional HVAC systems. This reduction in noise pollution, combined with cleaner air, supports improved cognitive function and concentration in the classroom, further reinforcing the goals of SDG 4.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article discusses a project with environmental, economic, and social benefits, connecting it to several Sustainable Development Goals (SDGs). The following SDGs are addressed:

• SDG 4: Quality Education – The project is implemented in a school, and its benefits directly impact the learning environment and school funding.
• SDG 7: Affordable and Clean Energy – The core of the article is about switching from fossil fuels to a clean, renewable energy source (geothermal).
• SDG 9: Industry, Innovation, and Infrastructure – The installation of a thermal energy network represents an upgrade to sustainable and resilient infrastructure.
• SDG 11: Sustainable Cities and Communities – The project improves public infrastructure within a city, enhances air quality, and makes the community more sustainable.
• SDG 13: Climate Action – A primary goal of the project is to reduce CO2 emissions, which is a direct action to combat climate change.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the details provided, the following specific targets can be identified:

SDG 4: Quality Education

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. The article supports this by mentioning that the new system creates “cleaner air in the school” and is a “quieter system,” both of which “support cognitive function in classrooms.” Furthermore, the savings from “reduced energy cost lets the district pour more money towards the student classrooms.”

SDG 7: Affordable and Clean Energy

• Target 7.2: By 2030, increase substantially the share of renewable energy in the global energy mix. The project directly addresses this by installing a geothermal heating and cooling system, which is a form of renewable energy, “eliminating the need to use fossil fuels.”
• Target 7.3: By 2030, double the global rate of improvement in energy efficiency. The project aims to “lower energy costs,” which is a direct result of increased energy efficiency provided by the new thermal energy network.

SDG 9: Industry, Innovation, and Infrastructure

• Target 9.4: By 2030, upgrade infrastructure and retrofit industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean and environmentally sound technologies and processes. The installation of a $5 million thermal energy network at Palmer High School is a clear example of upgrading public infrastructure with a clean and environmentally sound technology.

SDG 11: Sustainable Cities and Communities

• Target 11.6: By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality. The project contributes to this target by aiming to “improve air quality” and create “cleaner air” as a result of moving away from fossil fuels.

SDG 13: Climate Action

• Target 13.2: Integrate climate change measures into national policies, strategies and planning. While this is a local project, it represents the implementation of climate change mitigation strategies at the community level, directly addressing “the reduction in CO2 emissions.”

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article mentions or implies several indicators that can be used to measure progress:

Indicators for SDG 4 (Quality Education)

• Financial resources redirected to education: The amount of money saved from “reduced energy cost” that the district can “pour more money towards the student classrooms.”
• Number of upgraded learning environments: The article states that “at least 10 out of their 47 campuses already have geothermal networks,” with Palmer High School being the next. This number serves as a direct indicator of progress in upgrading facilities.

Indicators for SDG 7 (Affordable and Clean Energy)

• Share of renewable energy in the school’s energy consumption: The shift from fossil fuels to a geothermal network is a direct measure of increasing the renewable energy share.
• Energy cost savings: The goal to “lower energy costs” provides a clear financial indicator of improved energy efficiency.

Indicators for SDG 9 (Industry, Innovation, and Infrastructure)

• CO2 emissions reduction: The article explicitly mentions “The reduction in CO2 emissions” as a key benefit, which is a primary indicator for sustainable infrastructure (Indicator 9.4.1: CO2 emission per unit of value added).

Indicators for SDG 11 (Sustainable Cities and Communities)

• Air quality improvement: The stated benefit of “cleaner air in the school” implies that progress can be measured by monitoring indoor and local air quality levels.

Indicators for SDG 13 (Climate Action)

• Greenhouse gas emissions reduction: The “reduction in CO2 emissions” is a direct indicator of climate change mitigation efforts.

4. SDGs, Targets, and Indicators Table

Source: koaa.com