Solar panels, LEDs and shared generation: this is how the ecological transition is progressing in schools

PalmThe rollout of solar energy installations and energy efficiency measures in Balearic schools is progressing: so far, the plan includes projects in 54 schools, institutes, and training centers across the islands (out of more than 400). The interventions include photovoltaic installations, shared photovoltaic energy systems, and the replacement of lighting with LED technology, with the aim of reducing energy consumption, decreasing CO₂ emissions, and preparing schools for an increasingly evident climate change context. In addition to the 54 projects already approved, the installation of pergolas in 17 schools is being considered. A result of collaboration between the Ministry of Education and the Balearic Energy Institute (IEB), the plan has a cross-cutting scope: 17 primary schools will incorporate various initiatives. Shared photovoltaic systems will be installed in 15 of these schools, a model that allows the energy generated to be used not only for the school's own consumption but also for municipal facilities and services in the surrounding area. Two more primary schools will have their own facilities, helping to reduce the schools' electricity bills, which are paid for by the local councils.

Secondary schools (IES) account for the majority of the rollout, with 29 schools involved: 23 will incorporate photovoltaic installations, two will have shared photovoltaic systems, and four will upgrade their lighting with LED systems. These improvements not only reduce electricity consumption but also increase the quality of light in classrooms, thus improving comfort and educational performance. Also included are three integrated vocational training centers (CIFP)—with one photovoltaic installation and two LED upgrades—and two adult education centers (CEPA), which will combine solar energy and efficiency improvements. In addition, three nurseries and preschools will be equipped with shared photovoltaic systems.

The IES Portocristo school is an example of this transformation. Xisca Crespí was the principal when the solar panels were installed: "They're on the roof, so they don't take up any space. The roofs are all accessible, and the panels are actually quite well oriented towards the sun," she explains. The installation's power output is less than 100 kW. "The electricity bills are now paid by the Regional Ministry of Education, and I suppose they manage everything that's generated. We don't control the consumption, and I imagine that the surplus energy accumulated by the panels at one school helps pay the bills of other schools that don't have panels. It's good, because the resources generated by one public school help others," she explains.

Climate change is advancing and affecting

Beyond the energy impact, these actions respond to the need to adapt to climate change. Rising temperatures, heat waves, and longer hot periods have highlighted shortcomings in most schools, especially in playgrounds without shade and with hard surfaces that intensify the heatwave. Many schools were built quickly to accommodate population growth, without considering comfort or the future impacts of climate change. In this context, photovoltaic pergolas and other solar installations can create shaded areas, improving student comfort during recess and reducing the heatwave. These infrastructures combine clean energy production with an improvement in educational spaces, allowing schools to become more pleasant places to learn.

Teaching staff at schools that have undergone or will undergo these interventions also emphasize the educational value of the projects: solar installations allow for the integration of sustainability and the fight against climate change into the educational project. Thus, schools and institutes become spaces for active learning, where students understand how energy is produced, its environmental impact, and the alternatives to the fossil fuel-based energy model. Regarding the timeline, many projects have already been completed or are underway, with a significant number planned for 2026 and, in some cases, 2027. With this set of interventions, the education system is moving towards a more sustainable model, in which schools are not only learning spaces but also active participants in adapting to an increasingly demanding climate scenario. However, improving thermal comfort remains an area for improvement: beyond a few isolated cases, most schools will continue to experience heat in May and June and, in some cases, cold in winter. A challenge that is still far off, but one that the pilot air conditioning plan and IBISEC aspire to address in the medium and long term.