Towards a Sustainable Campus: The UI GreenMetric Model for the Assessment and Evaluation of the University of Béjaïa (Algeria)

Abstract

It is widely acknowledged that universities play a pivotal role in promoting sustainability by encouraging education for durable advancement, carrying out research, and overseeing sustainable campus operations. The present research primarily aims to evaluate the sustainability level of the University of Béjaïa (Algeria) using the international UI GreenMetric model, which is considered the main global framework for assessing the sustainability of a campus. The present work principally intends to assess the environmental and institutional performance of the university, according to international standards, and to propose a methodological framework that is adapted to the Algerian context. To achieve this goal, it was deemed appropriate to apply a mixed-methods approach that combines surveys, field observations, and document analysis through six categories of indicators, namely infrastructure, energy and climate, waste management, water management, transportation, and education and research. The results obtained explicitly indicate that the University of Béjaïa is still in an early phase of transition towards sustainability. This phase is characterized by strong ecological potential but with rather limited systems of governance, energy efficiency, and mobility. Therefore, the study proposes a national model, called AlgéMetric, inspired by the GreenMetric model and the contextualized sustainability assessment tools (SATs) that were developed, in order to address the aforementioned challenges. This hybrid tool includes new indicators that reflect the climatic, institutional, and cultural specificities in Algeria. This research proposes the first systematic application of the UI GreenMetric framework in Algeria. It also contributes to establishing a national network of sustainable campuses aligned with the Sustainable Development Goals (SDGs) and the National Biodiversity Strategy and Action Plan (NBSAP 2016–2030).

1. Introduction

It is worth emphasizing that sustainable development has emerged as a global priority during the past two decades. It has also profoundly transformed the way universities design, manage, and operate their campuses. Similar initiatives have been implemented internationally to highlight the role of universities as living laboratories for sustainable development and as catalysts for achieving the Sustainable Development Goals (SDGs) [1,2]. University campuses, as urban micro-ecosystems, play a pivotal role in achieving the United Nations Sustainable Development Goals (SDGs) at the local, national, and international levels.

In this regard, the UI GreenMetric World University Ranking is now acknowledged as a foremost worldwide benchmark intended for assessing the sustainability performance of higher education institutions [2,3,4,5,6]. The model assesses six fundamental dimensions, namely infrastructure, energy and climate change, waste, water, transport, and education and research. It also providea consistent comparison basis that allows for measuring the institutional advancement in sustainable development. Several studies have demonstrated the use of international sustainability assessment tools; however, it is only in recent research that the scientific basis of UI GreenMetric-based sustainability assessment has been strengthened. Domingos et al. [7] conducted a detailed analysis of the water indicators of the UI GreenMetric applied to a Brazilian university and demonstrated that water-related sub-indicators (rainwater harvesting, water reuse, and water efficiency) are among the most sensitive drivers of campus sustainability performance, especially in regions exposed to climate variability and hydrological stress. Their findings highlight the importance of integrating locally adapted water management metrics when applying UI GreenMetric in developing and Mediterranean countries.

Beyond environmental indicators, the integration of sustainability into the core missions of universities has become a central concern. Sribanasarn et al. [8], in their assessment of Mahasarakham University in Thailand, showed that universities that systematically integrate the Sustainable Development Goals (SDGs) into education, research, and operational management achieve significantly higher sustainability outcomes than institutions relying on infrastructural or environmental actions alone.

Energy efficiency and carbon mitigation are also critical dimensions of campus sustainability. Movlyanov and Selçuklu [9] proposed an optimization model for energy-efficient campus buildings and transportation systems, demonstrating that integrated planning of building performance and mobility infrastructure can substantially reduce overall campus energy demand and greenhouse gas emissions.

In parallel, education remains a key lever for sustainable transformation. Sahin [10] showed, through a multidimensional analysis of Turkish universities, that progress toward Sustainable Development Goal 4 (Quality Education) is strongly associated with the integration of green education, sustainability-oriented curricula, and environmental awareness activities.

Finally, a recent systematic literature review by Oliveira and Proença [11] highlighted that sustainable campus operations in higher education institutions depend on three interrelated pillars: environmental management, institutional governance, and stakeholder engagement. Their review concludes that international frameworks such as UI GreenMetric are most effective when they are adapted to national and institutional contexts through hybrid models that combine global comparability with local relevance.

2. Materials and Methods

2.1. Study Site: University of Béjaïa

The University of Béjaïa, officially named Abderrahmane Mira University of Béjaïa, was founded in 1983. It is considered one of the most important higher education institutions in northeastern Algeria. It currently hosts over 40,000 students across four main campuses, i.e., Targa Ouzemmour, Aboudaou, Amizour, and El-Kseur, and offers programs in a wide range of scientific, technological, economic, and social disciplines.

The main campus of Targa Ouzemmour covers an area of approximately 23.8 hectares and includes various educational, administrative, sports, and cultural facilities, as well as significant green spaces that give the university strong ecological potential. However, the sustainable management of these resources remains only partially structured, with a limited number of environmental indicators and insufficient data integration.

It can therefore be asserted that these features can make the University of Béjaïa a representative case study for the Algerian higher education context, as this university possesses strong environmental potential and is deeply committed to ecological transition, but still faces some institutional and technical constraints. Therefore, this profile offers an ideal testing ground for applying the UI GreenMetric model and for examining its adaptability to the Mediterranean context. A location map of the University of Béjaïa campuses within northeastern Algeria is provided in Figure 1, illustrating the geographical context of the study area and the spatial distribution of the main campus.

2.2. Selection of the Reference Model: The UI GreenMetric

The present research adopted the UI GreenMetric World University Ranking as the principal methodological framework for effectively assessing the sustainability level of the University of Béjaïa. It should be underscored that this model was chosen for several scientific and strategic reasons. Previous studies have demonstrated that the GreenMetric framework successfully integrates numerous sustainability indicators related to infrastructure, energy, waste, water, transportation, and education [6].

The first reason for selecting the UI GreenMetric model is that it is the most globally recognized sustainability assessment system for higher education institutions. It offers a multidimensional framework, integrating indicators related to infrastructure, energy, water, waste, transport, education, and research, thus providing a systemic view of sustainability in universities.

Secondly, this system advantageously allows for international benchmarking and enables institutions to compare their environmental and social performance with that of their counterparts in Africa, the Mediterranean region, and throughout the world.

In conclusion, the GreenMetric framework is quite flexible and adaptable. It allows for adjusting the weighting of indicators and for integrating variables relevant to the local context, which is an essential feature for countries like Algeria, where the climatic, infrastructural, and governance conditions differ from those of Western countries. Applying this model to the University of Béjaïa aims to objectively assess its sustainability level while exploring the possibility of adapting the GreenMetric model to the national framework that is currently under development.

2.3. Indicators and Local Adaptation

The analysis was based on the six main categories of indicators defined by the UI GreenMetric, namely, infrastructure, energy and climate change, waste management, water management, transport, and education and research. As shown in

Table 1. GreenMetric methodology indicator grid for the evaluation and ranking of a university campus.

Category	Indicators	Points	Weighting
Setting and Infrastructure (SI)	CBS Coefficient Biotope Surfacique (CBS)	100	data
	The ratio of open space area to the total area	100	data
	Total area on campus covered in forest vegetation	100
	Total area on campus covered in planted vegetation	200
	Total area on campus for water absorption, apart from forest and planted vegetation	100
	Total open space area over total campus population	200
	Percentage of university budget for sustainability efforts	100
	Percentage of building operation and maintenance activities over a one-year period	100
	Campus facilities for disabled, special needs, and/or maternity care	100
	Security and safety facilities	100
	Health infrastructure facilities for students, academics, and administrative staff’s wellbeing	100
	Conservation: plant (flora), animal (fauna), or wildlife, genetic resources for food and agriculture secured in either medium or long-term conservation facilities	100
	Total	1500	15%
Energy and Climate Change (EC)	Optimal energy use of appliances	200
	Smart building implementation	300
	Number of renewable energy sources on campus	300
	Total electricity usage over total population on campus (kWh per person)	300
	Ratio of renewable energy production over total energy usage per year	200
	Green building implementation elements, as discussed under all construction and renovation policies	200
	Greenhouse gas emission reduction program	200
	Total carbon footprint over total population on campus (metric tons per person)	200
	Number of innovative program(s) in energy and climate change	100
	University programs with a strong impact on climate change	100
	Total	2100	21%
Waste (WS)	3Rs (Reduce, Reuse, Recycling) program for the university’s waste	300
	Program to reduce the use of paper and plastic on campus	300
	Organic waste treatment	300
	Inorganic waste treatment	300
	Toxic waste treatment	300
	Sewage disposal	300
	Total	1800	18%
Water (WR)	Program for water conservation and its implementation	200
	Water recycling program and its implementation	200
	Usage of water-efficient appliances	200
	Consumption of treated water	200
	Water pollution control in the campus area	200
	Total	1000	10%
Transportation (TR)	Total number of vehicles (cars and motorcycles) over the total population on campus	200
	Shuttle services	300
	Zero-Emission Vehicle (ZEV) policy on campus	200
	Total number of Zero-Emission Vehicles (ZEVs) over the total population on campus	200
	Ratio of ground parking area to total campus area	200
	Program to limit or reduce the parking area on campus for the last 3 years (2020 to 2022)	200
	Number of initiatives to decrease private vehicles on campus	200
	Pedestrian paths on campus	300
	Total	1800	18%
Education and Research (ED)	Ratio of sustainability courses to total courses/subjects	300
	Ratio of sustainability research funding to total research funding	200
	Number of scholarly publications on sustainability	200
	Number of sustainable development-related events	200
	Number of activities organized by student associations related to sustainability per year	100
	University-run sustainability website	100
	Sustainability report	100
	Number of cultural activities on campus	100
	Number of university sustainability program(s) with international collaborations	100
	Number of projects on sustainability community services organized by and/or involving students	100
	Number of sustainability-related startups	100
	Smart sensors for green space monitoring	100
	Interactive environmental modeling and simulation	100
	Total	1800	18%

, these indicators form the methodological framework used for the evaluation and ranking of a university campus.

A comprehensive diagnostic framework, highlighting the strengths and areas for improvement, is provided in the proposed structure. Furthermore, the methodological adjustments given below have been made to ensure the model’s pertinence to the Algerian context.

▪

Climate adaptation: The energy consumption indicators were weighted in accordance with the Mediterranean climatic conditions, which are characterized by strong seasonal differences between the heating needs in winter and the cooling demands in summer.

▪

Ecological assessment by means of the Biotope Surface Coefficient (BSC): In addition to the GreenMetric green space criterion, the BSC assesses the ecological capacity of a site by directly comparing vegetated or permeable surfaces with the total campus area. It should be emphasized that the Biotope Surface Coefficient (BSC) is widely used as a quantitative ecological index for assessing green infrastructure and ecosystem functionality on urban campuses [11].

-

The Biotope Surface Coefficient (BSC) is an indicator that is widely employed in urban sustainable development policies to evaluate surfaces that contribute to biodiversity and natural water management, such as green roofs, permeable surfaces, gardens, and vertical gardens.

-

The BSC can be calculated using a weighting system where entirely natural spaces receive the maximum value (1.0), while impermeable surfaces, such as asphalt, receive the value of zero.

-

This metric promotes the ecological reconversion of urban campuses through a balance between densification and integration of natural elements. As shown in Figure 2, the ecological weighting of surfaces is applied for the calculation of the Biotope Surface Coefficient (BSC).

▪

Strengthening the Education and Research dimension: Besides the various study programs and publications, additional indicators were integrated in order to take into account the environmental awareness initiatives, sustainable development workshops, and student-led Green Projects, hence reflecting the local university culture.

These methodological adjustments allow for a more context-sensitive evaluation of the University of Béjaïa campus while retaining the analytical structure of the GreenMetric model.

2.4. Data Collection and Processing

A mixed-methods approach, combining qualitative and quantitative techniques, was applied for data collection as illustrated in Figure 3, the methodology for assessing the sustainability of the Béjaïa University campus was based on the UI GreenMetric model.

• ▪ Internal surveys: Questionnaires were distributed to administrative, technical, and academic staff to collect data on energy, water and waste management, and on research and training activities related to sustainable development as illustrated in

  Table 2. Excerpt from the internal questionnaire addressed to campus managers nd technical departments.

  Category	Question(s)	Expected Type of Responses
  Energy and Climate	Does your institution have systems or policies aimed at reducing energy consumption (e.g., LED lighting, solar panels, awareness campaigns)?	Yes/No + Specify the actions implemented
  Water and Resource Management	Are rainwater harvesting or reuse measures implemented on the campus?	Yes/No/Planned + Specify location if applicable
  Waste and Environment	Is a waste sorting or recycling system operational in university buildings? If yes, what types of waste are concerned?	Multiple choice (paper, plastic, glass, organic waste, etc.)
  Education and Engagement	Are any educational activities or student initiatives related to sustainable development conducted (e.g., courses, green clubs, workshops, campaigns)?	Open-ended response (describe specific examples)

  , the internal questionnaire was addressed to campus managers and technical departments.

• ▪ Field observations: Information on green spaces, infrastructure, and energy installations (solar panels, lighting systems, rainwater harvesting devices, etc.) was collected from on-site assessments, as illustrated in Figure 4.

• ▪ Documentary analysis: Technical and institutional reports, including energy audits, waste management plans, campus master plans, and maintenance records, were thoroughly reviewed. In addition, all publicly available institutional data were also considered, as summarized in

  Table 3. Sources, methods, and objectives of data collection for assessing the sustainability of the Béjaïa University campus.

  Type of Data	Source	Collection Method	Analysis Objective
  Institutional data	Technical reports	Documentary analysis	Identify resource management practices and environmental policies
  Environmental data	Field observations	Direct surveys, photographs	Assess the ecological quality on campus
  Educational data	Questionnaires, curricula	Interviews and analysis	Measure the integration of sustainable development

  .

The GreenMetric assessment grid was used to classify, normalize, and score all the collected data. In addition, partial scores were assigned to each category and aggregated to produce a total score out of 10,000 points. The quantitative values used in the UI GreenMetric scoring are provided in Appendix A, including campus area, green space, energy and water consumption, and campus population.

2.5. Comparative Analysis

A comparative analysis was conducted using a selection of African and Mediterranean universities listed in the UI GreenMetric ranking in order to contextualize the performance of the University of Béjaïa within a broader regional framework. This comparison aimed to complete the following:

▪

Identify performance gaps between the University of Béjaïa and universities operating in broadly comparable climatic and socio-economic environments;

▪

Highlight regional best practices that could potentially be adapted to the Algerian context;

▪

Identify priority areas for improvement, particularly in governance, energy management, and sustainable mobility.

Rather than providing a full quantitative benchmarking of individual universities, this comparative approach was used as a qualitative reference framework based on available UI GreenMetric categories and regional sustainability profiles. It supports the interpretation of the results by situating the University of Béjaïa within a wider Mediterranean and African sustainability context and contributes to the development of a national evaluation framework adapted to Algerian universities.

3. Results

The assessment of the University of Béjaïa campus, using the UI GreenMetric model, gave a total score of 850 points out of 10,000, which places the institution in the category of universities in the initial phase of transition towards sustainable development (early SD stage), according to the definition given by Du et al. (2020) [4].This result reflects, at the same time, notable achievements and significant areas for improvement that are characteristic of institutions evolving in an emerging context of university sustainable development.

3.1. Analysis by Indicator Category

Detailed analysis of the six UI GreenMetric dimensions revealed contrasting performances through the assessed categories, a comparative overview of these scores is presented in

Table 4. Comparison between the score of the University of Béjaïa (Targa Ouzemmour Campus) and the maximum possible UI GreenMetric score.

Category	Score of Targa Ouzemmour	Maximum UI GreenMetric Score
Setting and Infrastructure (SI)	225	1500
	2.25%	15%
Energy and Climate Change (EC)	100	2100
	1%	21%
Waste (WS)	0	1800
	0%	18%
Water (WR)	0	1000
	0%	10%
Transportation (TR)	300	1800
	3%	18%
Education and Research (ED)	225	1800
	2.25%	18%
Score Total	850	10,000
	8.5%	100%

, which contrasts the performance of the University of Béjaïa (Targa Ouzemmour Campus) with the maximum possible UI GreenMetric score.

To better illustrate the sustainability performance of the Targa Ouzemour Campus, a comparative analysis was con-ducted against the maximum UI GreenMetric score. The results are presented in Figure 5 using a radar chart to highlight the gaps and strengths across the evaluated criteria.

3.2. Strengths Identified

Encouraging results were revealed in several domains.

• Biodiversity and green spaces

A large proportion of vegetated areas, highlighted through the application of the Biotope Surface Coefficient (BSC), confirmed strong ecological potential within the campus. Numerous studies indicate that green spaces on campuses significantly contribute to improving the students’ wellbeing, as well as their ecological perception [12]. As shown in Figure 6, the zoning map illustrates the Biotope Surface Coefficient (BSC) levels across the campus.

• Social engagement and awareness

Numerous student-led initiatives, primarily focused on waste management, tree planting, and campus clean-up campaigns, are increasingly emerging today.

• Energy initiatives

The gradual installation of photovoltaic panels and LED lighting systems has progressively contributed to a significant reduction in campus carbon footprint. Similar results were reported in several other universities that had implemented green buildings and installed renewable energy systems [13].

• Academic dimension

The integration of sustainable development themes into teaching modules and research activities demonstrates an institutional dynamic that is favorable to environmental education.

3.3. Weaknesses and Constraints

Despite the numerous positive aspects observed, several structural weaknesses still persist.

• Waste management

Lack of an integrated plan for sorting, recycling, and quantitative monitoring of all waste produced constitutes a major obstacle to sustainable development. These challenges echo the findings of other universities lacking comprehensive waste management systems [14].

• Sustainable mobility. High dependence on personal vehicles and the absence of bicycle paths and green shuttle systems.
• Water and energy consumption. Lack of centralized data, absence of real-time monitoring sensors, and limited optimization strategies.
• Environmental governance. Fragmented initiatives and the absence of a coordinating body dedicated to sustainability. Effective sustainability governance requires coordination mechanisms along with transparency frameworks [15].

The above-mentioned limitations emphasize the need for a more robust institutional framework that allows for the transition from isolated actions to a comprehensive sustainability strategy.

3.4. International Perspective

Comparing Béjaïa’s profile to the results of the sustainability assessment tools (SATs) that were analyzed by Du et al. allows us to emphasize that this profile is quite similar to that of Chinese universities in the initial sustainable development stages. Comparable trends have been observed in some East Asian universities undergoing analogous transitions towards sustainability [16]. The main similarities are as follows:

• Lack of systematic environmental data;
• Lack of centralized decision-making structures;
• Limited intersectoral coordination of sustainable development policies.

Nevertheless, Du et al. emphasized that these constraints can be overcome through the following:

• The establishment of an on-Campus Sustainability Development Committee;
• The integration of sustainability development principles into academic programs;
• The implementation of a continuous monitoring system that is based on quantitative indicators, such as energy use, biodiversity, and mobility.

These recommendations can be entirely transferred to the Algerian context. They can guide the future development of the University of Béjaïa and even that of other national universities.

3.5. Improvement Levers Suggested

Based on the study’s findings, several strengthening strategies are then proposed to accelerate the transition towards a sustainable campus:

• Governance and management: Establish a Committee for a Sustainable Campus in Béjaïa University. This committee is responsible for coordinating actions, collecting data, and overseeing environmental policies.
• Energy and digital monitoring: Incorporate smart monitoring tools, such as connected sensors and digital dashboards, in order to track energy and water consumption in real time [17,18].
• Green and resilient infrastructures: Include the Biotope Surface Coefficient (BSC) in future planning projects, such as green roofs, permeable surfaces, and ecological corridors [19].
• Sustainable mobility: Develop cycle paths, pedestrian zones, and inter-campus shuttle systems.
• Education and engagement: Enhance sustainability workshops, student clubs, and applied research projects focused on sustainable development.

4. Discussion

4.1. Development of a Localized Model: The “AlgéMetric” Tool

Subsequent to Béjaïa University’s evaluation, it would seem necessary to develop a national university sustainability assessment tool that is specifically designed for Algerian realities. Inspired by the UI GreenMetric framework, the proposed model, namely the AlgéMetric model, aims to combine the methodological rigor of international indicators with a national contextualization while taking into account the local climate, governance, resources, and institutional culture.

AlgéMetric essentially intends to provide Algerian universities with a unified self-assessment framework that enables them to:

• Measure their environmental and social performance;
• Identify the weaknesses and improvement areas;
• Align their sustainability strategies with the Sustainable Development Goals (SDGs) and the National Biodiversity Strategy and Action Plan (NBSAP 2016–2030).

4.2. Structure and Dimensions of AlgéMetric

In addition to the six key categories of GreenMetric, the AlgeMetric model introduces a seventh contextual dimension that reflects the specific environmental, institutional, and socio-economic conditions of Algerian universities. This additional component aims to ensure better alignment between international sustainability frameworks and national realities. The proposed structural framework of this adapted model is detailed in

Table 5. Proposed structure for the national “AlgéMetric” model inspired by the UI GreenMetric framework.

Dimensions	Proposed Weight (%)	Description and Key Indicators
Infrastructure and Environment	15%	Green spaces, accessibility, bioclimatic integration of buildings, and land management.
Energy and Climate Change	20%	Energy efficiency, use of renewable energy, carbon footprint, and adaptation to the Mediterranean climate.
Water Management	10%	Greywater reuse, rainwater harvesting, and reduction in water consumption.
Waste Management	15%	Sorting, recycling, composting, and awareness campaigns.
Transportation and Sustainable Mobility	10%	Inter-campus shuttle systems, pedestrian and cycling facilities, and electric vehicles.
Education, Research, and Engagement	20%	Integration of sustainability into curricula, student projects, green laboratories, and community partnerships.
Governance and Institutional Innovation (new dimension)	10%	Creation or implementation of a “Sustainable Campus Committee”, user participation, data transparency, and local innovations.

, outlining its categories and evaluation criteria.

The seventh dimension, i.e., Governance and Innovation, constitutes the main added value of the model. It essentially aims to institutionalize sustainability in the daily operations of universities and to promote the participatory engagement of local stakeholders, such as students, professors, administrative staff, and territorial partners.

4.3. Taking into Account National Specificities

Adapting the model to the Algerian context is mainly based on the following three factors:

• Climate factors

The Mediterranean climate requires fine-tuned management of water and energy resources through ecological infrastructure and climate-adaptive campus design strategies. The proposed AlgéMetric model prioritizes bioclimatic design, rainwater harvesting, and the use of low-carbon materials.

2.

Economic and institutional factors

The model acknowledges the budgetary constraints of public universities and hence encourages solutions based on circular economy principles and local partnerships.

3.

Governance factors

The partial decentralization of the Algerian higher education system necessitates the establishment of local steering committees within every university to ensure continuity and transparency in environmental monitoring.

4.4. Strategic Alignment with SDGs and NBSAP (2016–2030)

AlgéMetric is fully aligned with the strategic orientations of the National Biodiversity Strategy and Action Plan (NBSAP 2016–2030), which identifies education and ecological transition as national priorities. As shown in

Table 6. Correspondence between the AlgéMetric indicators and Sustainable Development Goals (SDGs).

Related SDG	Link with AlgéMetric
SDG 4—Quality Education	Integration of sustainability into curricula and educational activities.
SDG 6—Clean Water and Sanitation	Water reuse, conservation, and integrated management on university campuses.
SDG 7—Affordable and Clean Energy	Promotion of renewable energy and energy efficiency.
SDG 11—Sustainable Cities and Communities	Sustainable management of campuses as urban microcosms.
SDG 13—Climate Action	Reduction of carbon footprint and bioclimatic adaptation.
SDG 15—Life on Land	Improving biodiversity and enhancing the Biotope Surface Coefficient (BSC).
SDG 17—Partnerships for the Goals	Inter-university collaboration and local engagement.

, this alignment is reflected through the correspondence between the AlgéMetric indicators and the Sustainable Development Goals (SDGs).

4.5. Towards a National Monitoring Platform

In the long term, the AlgéMetric tool could evolve into an integrated national digital platform that allows for the following:

• An automated collection of environmental data (energy, water, waste, biodiversity) via smart sensors;
• A 3D modeling of campuses to visualize all potential environmental impacts;
• An interactive monitoring of performance indicators by the university;
• The publication of an annual ranking of sustainable campuses in Algeria.

This platform could be coordinated and monitored by the Ministry of Higher Education and Scientific Research, in collaboration with universities and local startups, for the purpose of ensuring continuous innovation and transparent management of the system.

4.6. Methodological Limitations and Data Uncertainty

This study presents several limitations that should be acknowledged. First, data availability remains a major constraint, as some environmental indicators, particularly those related to water consumption, waste quantities, and real-time energy monitoring, were not systematically recorded at the institutional level. As a result, part of the assessment relied on field observations, institutional reports, and declarative survey data, which may introduce uncertainty.

Second, the application of the UI GreenMetric framework involves a degree of subjectivity related to indicator weighting and scoring, especially when adapting indicators to local climatic and institutional conditions. Although efforts were made to ensure consistency with international standards, some contextual adjustments may affect direct comparability with universities operating in different governance and economic environments.

Finally, the absence of a centralized sustainability governance structure within the University of Béjaïa limits the long-term monitoring of performance indicators. These uncertainties highlight the need for institutionalized data collection systems and reinforce the relevance of developing a national tool such as the proposed AlgéMetric model.

5. Conclusions

The sustainability assessment of Abderrahmane Mira University of Béjaïa, which was carried out using the UI GreenMetric model, reveals an early environmental maturity stage that is comparable to the early stage of sustainable development (SD) previously identified and developed by [4]. for Chinese universities. This stage is characterized by a growing institutional awareness of sustainable development and, at the same time, by a still fragmented implementation of environmental practices.

Despite the many difficulties related to data availability, financial resources, and governance, the results obtained clearly highlight encouraging dynamics, namely, the presence of vast green spaces, the emergence of student initiatives, and the growing integration of sustainable development into academic programs. Numerous studies have demonstrated that the presence and quality of green spaces on university campuses play a significant role in enhancing students’ wellbeing and overall campus experience [20]. Furthermore, the development of a hybrid and contextualized assessment model is highly recommended and very important for addressing the above-mentioned multidimensional challenges [21].

It is worth highlighting that the UI GreenMetric model turned out to be a highly relevant methodological framework as it allows not only for a global environmental performance diagnosis but also for the identification of priority action areas such as sustainable governance, energy efficiency, waste management, and mobility.

Applying this model to the Algerian context underscores the need to contextualize international indicators in order to better reflect the local climatic, institutional, and cultural specificities. In this regard, the proposed national assessment tool, i.e., the AlgéMetric model, represents a strategic step towards developing a coherent, sustainable development framework for Algerian universities. This model would also enable higher education institutions to measure, compare, and improve their performance in sustainable development, in line with the Sustainable Development Goals (SDGs) and the National Biodiversity Strategy and Action Plan (NBSAP 2016–2030). It is widely acknowledged that strengthening inter-university cooperation and student engagement is highly essential to promoting the sustainable transformation of university campuses [22].

Consequently, adopting this approach at the national level would be a fundamental motive for achieving the following:

• Establishing a culture of environmental governance in universities;
• Fostering research and green innovation;
• Positioning Algerian universities within the international network of sustainable campuses.

Ultimately, this research opens the way towards a continuous evaluation process, in which sustainability becomes not only a performance criterion but also a core component of the educational and societal mission of Algerian universities. The theoretical–methodological educational assessment tools, such as the Curriculum Assessment System for Sustainability (CASS), further demonstrate the relevance of integrating sustainability into teaching and research [23].

Innovation Highlights for Publication

This study offers several original contributions, both methodological and strategic.

1.

The first systematic application of the UI GreenMetric model in Algeria: Indeed, this research represents the first comprehensive implementation of the GreenMetric framework in an Algerian university, which provides an unprecedented empirical basis for assessing sustainability performance in the national higher education system. It also supports the integration of GreenMetric into institutional and public sustainability strategies.

2.

Proposal of a hybrid and contextualized tool: the AlgéMetric model: Inspired by the Chinese experience with the sustainability assessment tools (SATs), as previously suggested by Du et al. (2020), this study proposes a hybrid model that combines the following:

•

The international stringency of the GreenMetric;

•

The contextual flexibility of the Biotope Surface Coefficient (BSC);

•

The local governance dimension designed for the Algerian university system.

Hence, the AlgéMetric model introduces an integrated approach in which the institutional sustainability, climate resilience, and stakeholder participation become key assessment criteria.

3.

International comparative dimension: This study places the University of Béjaïa within a regional and Mediterranean context. Its sustainability performance is then compared to that of other universities in the Maghreb, North Africa, and the Arab world. This comparative approach promotes the inter-university cooperation and the establishment of a Mediterranean network of sustainable campuses sharing common indicators and objectives. It also enhances the international visibility of Algerian universities in global environmental rankings.