AGARWAL RaveeshGANGWAR AkashGANGWAR Mayank2026-09-162026-09-162026-07Online Learning, Digital Sustainability, Carbon Footprint Reduction, E-Learning.978-978-63846-3-4https://doi.org/10.54908/iljs.cisp2026.10.01.026https://uilspace.unilorin.edu.ng/handle/123456789/18956Along with the digital transformation of global education, the concept of online learning has attracted more and more attention to the environmental side. This research focused on how online learning can be useful in minimising carbon footprints and promoting digital sustainability. It uses secondary data research methodology to synthesise knowledge that is based on academic publications, institutional reports, and case studies in determining the ecological and operational impact of e-learning. The results indicated that internet-based learning can significantly reduce greenhouse gases as it reduces commuting and decreases the use of physical infrastructure, as well as cutting down on paper. Besides, it helps to have energy-efficient learning environments and protect the reserves. Nevertheless, the problems of digital inequality and the environmental costs of digitisation infrastructures still exist. The research re-emphasises the relevance of inculcating environmentally sensitive and inclusive digital policies in educational systems. With proper behavioural alignment of online learning with global sustainable initiatives in the developing world, the education sector can make a valuable contribution to addressing climate change and advancing sustainability. Keywords: Online Learning, Digital Sustainability, Carbon Footprint Reduction, E-Learning.enOnline LearningDigital SustainabilityCarbon Footprint ReductionE-Learning.Book chapter