Development Path of Carbon Emission Assessment System for University Campus: Experiences and Inspirations from STARS Rating System

The environmental crisis precipitated by climate change has accelerated the urgency of urban green and low-carbon transformation. In 2024, China’s Action Plan for the National Standardization Development Outline (2024–2025) stipulated requirements for continuously improving the standard system for carbon peaking and carbon neutrality in public institutions. As key venues for knowledge innovation and energy consumption, the low-carbon transformation of higher education institutions holds significant importance for China’s achievement of its dual carbon goals. However, China lacks a systematic evaluation framework specifically designed for university campus carbon emissions. Existing green campus assessment standards often suffer from inadequate indicator adaptability, a lack of update mechanisms, and limited coverage. The STARS sustainability assessment system, widely adopted in North America, offers valuable reference points for establishing campus carbon emissions evaluation frameworks due to its features of indicator adaptability, dynamic update mechanisms, and comprehensive evaluation dimensions. This paper conducts an exploratory comparative case study of Princeton University (USA) and Tianjin University (China)—two leading research-intensive institutions—within the STARS 2.2 framework. It systematically analyses their divergent approaches to carbon management and evaluation, not as representatives of their respective continents, but as exemplars of how advanced universities operationalize low-carbon transitions. Based on this analysis and a review of domestic Chinese standards, it proposes a development pathway for China’s university campus carbon emissions evaluation system: (1) Establish a differentiated indicator system combining ‘universal fundamentals with discipline-specific types’ to enhance adaptability to campus characteristics; (2) Establish a mechanism for periodic version updates to the evaluation standard itself, ensuring alignment with evolving national carbon goals and technological advancements; (3) Develop a comprehensive and transparent carbon accounting framework that integrates direct emissions, purchased energy, and indirect sources. This research provides theoretical foundations and methodological support for institutional development and practical optimization in carbon emissions evaluation within Chinese higher education institutions.