Publikationer från Stockholms universitet
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Dags att klä på sig : Mot en lexikaltypologi över klädhandlingar
No full textThis thesis investigates the linguistic conceptualization and categorization of dressing events – putting on, wearing and taking off clothes and accessories – a domain that has remained largely understudied in cross-linguistic research. Drawing on primary data from 16 languages, collected through interviews and a questionnaire featuring non-linguistic stimuli and translation tasks, the study explores how languages categorize dressing events and the parameters guiding this categorization, asymmetries between events of putting on and taking off, patterns of lexicalization between dressing verbs, and cross-domain colexification between the dressing domain and other domains. The findings reveal significant variation in how finely languages partition the dressing domain, yet cross-linguistically recurring parameters involving distinctions between clothes and accessories, specific body parts, manner and spatial relations consistently shape categorization. The data also reveals a tendency to more richly encode putting on than taking off clothing, extensive colexification between verbs for putting on, wearing and taking off, and frequent use of verbs shared with other domains to describe dressing events
Boosting Regression Models With Neural Networks, Because We CANN
No full textThe purpose of this thesis is to gain an understanding of neural networks and how they can be used to boost regression models. A theoretical foundation is presented, covering both generalized linear models (GLMs) and feed-forward neural networks (FNNs). This is followed by application in a non-life actuarial environment using the well-studied dataset freMTPL2freq, which contains French insurance data. GLMs are used as cornerstone models and are compared with feed-forward neural networks FNNs. Subsequently, the two are combined into a combined actuarial neural network (CANN) model in an attempt to boost the initial GLM model via skip connection, with successful results.Syftet med denna uppsats är att skapa en förståelse för neuronnät och hur de kan användas för att förbättra regressionsmodeller. En teoretisk grund presenteras, som täcker både generaliserade linjära modeller (GLM:er) och neuronnät (FNN:er). Därefter följer en tillämpning inom aktuariell sakförsäkring på det välstuderade datasetet freMTPL2freq, som innehåller fransk försäkringsdata. GLM:er används som grundmodeller och jämförs med FNN:er i termer av prediktiv förmåga. Därefter kombineras de två till ett sammansatt aktuariellt neuronnät (CANN) i ett försök att förbättra den ursprungliga GLM-modellen via genvägskoppling med lyckosamma resultat
Projektrapport för Medborgarråd om Klimatet : En redogörelse och reflektioner kring Sveriges första nationella klimatmedborgarråd
No full text”Medborgarråd om klimatet” var Sveriges första nationella klimatmedborgarråd. Dess syfte var att ge en grupp slumpmässigt utvalda personer möjlighet att diskutera och enas om välgrundade rekommendationer för hur Sverige kan minska sina växthusgasutsläpp i enlighet med Parisavtalet. Rådet fokuserade på utsläpp från trafik- och transportsektorn då dessa står för en tredjedel av Sveriges utsläpp, är politiskt omdebatterade, och har relevans för varje medborgares vardagsliv. Rådet organiserades av de svenska universitet och forskningsinstitut som ingår i forskningsprogrammet Fairtrans, finansierat av Mistra och Formas, med ytterligare med ytterligare finansiering från European Climate Foundation och EU Horizon. Till skillnad från de flesta klimatmedborgarråd var Medborgarråd om klimatet oberoende av offentlig förvaltning, och hade som målsättning att berika och nyansera den klimatpolitiska debatten i Sverige. Från ett urval på 7000 slumpmässigt utvalda personer rekryterades 60 av de intresserade till medborgarrådet. Medlemmarna speglade Sveriges mångfald i demografi, politiska uppfattningar och oro inför klimatförändringar. Medborgarrådet genomfördes på 40 timmar fördelade över nio tillfällen mellan den 9 mars och den 19 maj. Fyra dagar (två helger) träffades medlemmarna i Stockholm, och fem kvällar däremellan i digitala möten. Vid dessa tillfällen fick deltagarna tillgång till kunskap från olika perspektiv för att sätta sig in i klimatfrågan, dess utmaningar och möjliga lösningar. Medlemmarna uppmanades också att söka information på eget håll. Genom faciliterade gruppdiskussioner fick medlemmarna självständigt komma fram till förslag för att minska utsläppen. Grupperna tog fram 22 förslag, innehållande 62 åtgärder, samt ett gemensamt uttalande. Dessa bedömdes av rådets medlemmar genom en anonym individuell omröstning vid rådets sista träff. Denna rapport syftar till att ge en transparent dokumentation av medborgarrådet, dess utformning, genomförande, huvudsakliga insikter samt resultat från utvärderingsenkäter. Förhoppningen är att rapporten kan inspirera andra och bidra med lärdomar inför framtida medborgarråd. ‘Medborgarråd om klimatet’ was Sweden’s first national climate assembly. The assembly aimed to enable a group of randomly selected Swedish residents to deliberate and agree upon a set of well informed and well considered recommendations that advise how Sweden may decrease the GHG-emissions in a fair manner, and thereby contribute to Sweden’s obligations under the Paris Agreement. The focus of the assembly was on emissions from transportation. The assembly was organized by Swedish universities and research institutes within the Fairtrans research programme, funded by Mistra and Formas, with additional funding from the European Climate Foundation and EU Horizon. Unlike many climate assemblies in other countries, the assembly was independent of any political or administrative authority and aimed to support an enriched and nuanced debate on climate in Sweden. Based on an an initial random selection of 7000 Swedish residents, 60 members were recruited to reflect the diversity of Sweden in terms of demographics, political affiliation and concern about climate. Members met for 40 hours distributed over 9 sessions between the 9th of March to 19th May – two whole weekends in person in Stockholm and five evenings online. Members were presented with expert knowledge and perspectives. Through facilitated deliberations in small groups they identified challenges and developed 22 recommendations, 62 individual policy suggestions, and a general statement. These were anonymously voted on by 49 members at the last meeting. This report aims to give a transparent account of how the assembly was designed, planned and delivered. It presents the findings and learnings as well as results of before/after suveys. We hope that this report inspires others and contributes learnings that can inform future assemblies.Den fullständiga rapporten är filen: "Projektrapport medborgarråd om klimatet". I slutet av rapporten finns en översikt över bilagornas innehåll (s.94). </p
How to insert an iron : Non-heme iron insertion into nitric oxide reductase
No full textThe enzyme cytochrome c-dependent nitric oxide reductase (cNOR) catalyzes the reduction of nitric oxide into nitrous oxide during microbial denitrification. The binuclear active site of cNOR consists of two iron ions: one heme b3 iron and one non-heme iron (FeB). Interestingly, the FeB cofactor requires the metallochaperones NorQ, a AAA+ ATPase, and NorD, a VWA domain protein, for proper insertion. In this thesis, I have characterized NorQ and NorD biochemically and structurally, to reveal that NorQ forms a hexameric ring, binding one copy of NorD in its central pore and that interaction with the cNOR target occurs between NorD and the cytoplasmic surface of cNOR. NorQ is a molecular motor, fueled by ATP hydrolysis and causes conformational changes in NorD. The movements in NorD are further translated into conformational changes in cNOR, enabling iron insertion. In addition, I have identified cNORs that are independent of metallochaperones and compared them to those that are chaperone dependent. The comparison shows that cNORs without chaperones have a water-filled pathway leading from the cytoplasm to the active site, plugged by hydrophobic residues in cNORs with chaperones. This indicates that cNORs without chaperones might be electrogenic and has implications for the evolution of the NOR family.
Developing Electron Diffraction Methods to Probe Oxidation States in Metalloenzymes
No full textMany proteins rely on metal ions for function, with their oxidation states (OS) playing a crucial role in enzymatic reactions. Determining OS alongside structural information enables more detailed studies of metalloenzyme reaction mechanisms. Electron crystallography techniques, specifically three-dimensional electron diffraction (3D ED/MicroED) and serial electron diffraction (SerialED), offer a unique approach for OS determination with structural detail, as electrons are particularly sensitive to charge distributions by probing the electrostatic potential. However, accurately inferring OS from electrostatic potential maps remains challenging due to limitations in data collection and processing protocols, as well as constraints in available atomic scattering models used for refinement. This thesis investigates the challenges and feasibility of OS determination from iron complexes and iron-containing enzymes using electron diffraction data. To improve the resolution and accuracy of the electrostatic potential maps, 3D ED data acquisition and processing protocols were optimised for microcrystals of two proteins. Increasing data redundancy and using smaller overlapping wedges with high electron flux significantly improved signal-to-noise ratio, completeness, and resolution if the data. To study the impact of different atomic scattering models, both independent atom model (IAM) and transferable aspherical atom model (TAAM) were evaluated for refinement of an iron complex against 3D ED data. The results demonstrated that IAM significantly overestimates the impact of different OS on the atomic scattering amplitude. In contrast, TAAM significantly improved refinement accuracy and reduced map noise, highlighting the importance of accurate atomic scattering models for interpreting the electrostatic potential map. A new SerialED protocol improved the resolution of the diffraction data of an iron-containing protein from 2.4 Å to 1.3 Å. More importantly, it minimized site-specific radiation damage at the iron site. This protocol was then used for experimental and theoretical analyses of another iron-containing protein in two different redox states. Isomorphous difference maps between the two redox states revealed a signal residing at the iron positions. Model-derived structure factors using TAAM indicated that changes in iron OS significantly contribute to the isomorphous difference map and cause up to a 50% change in specific reflection intensities. These findings suggest that differences in structure factor amplitudes due to OS changes are already detectable within the current precision of the data. This thesis lays the foundation for using electron crystallography to investigate metal-ion OS in metalloenzymes by optimising 3D ED data acquisition, developing a SerialED protocol that generates high-resolution data while minimizing radiation damage, assessing different methods for modelling metals of various OS, and evaluating the theoretical impact of changes in OS on electrostatic potential maps in a model protein. These advancements enhance electrostatic potential map accuracy and OS determination, paving the way for future mechanistic studies of redox reactions in metalloenzymes
AI i Gymnasieskolan - En explorativ studie av gymnasieelevers användande av artificiell intelligens i skolan
No full textSedan lanseringen av ChatGPT 2022 har AI blivit alltmer tillgängligt och efterfrågat i arbetslivet. Tidigare forskning om AI i utbildning är främst genomförd i en internationell kontext, vilket skapar ett kunskapsgap i en svensk kontext. Den huvudsakliga forskningsfrågan som denna studie ska besvara är: Vilka användningsområden för AI har gymnasieelever skapat? Studien följer en kvalitativ kartläggningsstrategi och baseras på semistrukturerade intervjuer med tio elever i årskurs tre på gymnasiet, varav åtta använde AI i skolan. Empirin analyserades tematiskt. Gymnasieelever använder AI framför allt i textbaserade ämnen och främst som inspiration och hjälpmedel. AI används för idégenerering och skapande av argument för inspiration. Som hjälpmedel används AI för textsammanfattningar, begreppsförklaringar, grammatiskt stöd och för att förbättra strukturen på egna texter. Studien visar att AI inte används för fusk och att elever har utvecklat en förmåga att ställa specifika frågor över tid. Resultaten visar en begränsad användning inom ämnen och uppgifter som kräver självständiga resonemang och egna slutsatser samt i matematik. Det dominerande verktyget hos samtliga respondenter är ChatGPT, vilket används främst inom ämnen som behandlar mycket text. Studien visar att AI har blivit ett viktigt stöd i gymnasieelevers skolarbete, främst som ett effektivt komplement till läraren. Genom att underlätta förståelsen och effektivisera arbetsprocessen bidrar AI till lärande, särskilt inom textbaserade ämnen. Samtidigt utvecklar eleverna sin AI-kompetens genom att formulera mer precisa frågor och kritiskt granska AI-genererade svar. AI används sällan för självreflektion eller djupare analys, trots att tidigare forskning lyft fram detta som en möjlig tillämpning. Detta kan bero på att elever prioriterar effektivitet och snabba lösningar, men även på osäkerhet kring AI:s förmåga att stödja avancerade resonemang. Resultaten tyder också på att AI-användningen påverkas mer av sociala faktorer än av skolans riktlinjer. Begränsningar i studien rör främst generaliserbarheten då urvalet är litet. För framtida forskning vore det relevant att undersöka hur AI kan stödja självreflektion och djupare lärande. Vidare kan en kvantitativ eller experimentell studie ge en bredare förståelse av AI:s roll i skolan. Studien bedöms inte ha haft någon negativ etisk påverkan då anonymitet har säkerställts.Since the launch of ChatGPT in 2022, AI has become increasingly accessible and in demand in the workplace. Previous research on AI in education has primarily been conducted in an international context, creating a knowledge gap in a Swedish context. The main research question this study aims to answer is: What uses for AI have upper secondary school students created? The study follows a qualitative mapping strategy and is based on semi-structured interviews with ten third-year upper secondary school students, of whom eight used AI in school. The empirical data was analyzed thematically. Upper secondary school students primarily use AI in text-based subjects, mainly for inspiration and as an aid. AI is used for idea generation and argument development for inspiration. As an aid, AI is used for text summarization, concept explanations, grammatical support, and improving the structure of students’ own texts. The study shows that AI is not used for cheating and that students have developed the ability to ask specific questions over time. The results indicate limited use in subjects and tasks that require independent reasoning and personal conclusions, as well as in mathematics. The dominant tool among all respondents is ChatGPT, which is mainly used in subjects that involve a large amount of text. The study shows that AI has become an important support in upper secondary students' schoolwork, primarily as an efficient complement to the teacher. By facilitating understanding and streamlining the work process, AI contributes to learning, particularly in text-based subjects. At the same time, students develop their AI competence by formulating more precise questions and critically evaluating AI-generated responses. AI is rarely used for self-reflection or deeper analysis, despite previous research highlighting this as a possible application. This may be due to students prioritizing efficiency and quick solutions but also to uncertainty about AI’s ability to support advanced reasoning. The results also suggest that AI use is influenced more by social factors than by school guidelines. The main limitations of the study concern generalizability, as the sample size is small. Future research could investigate how AI can support self-reflection and deeper learning. Additionally, a quantitative or experimental study could provide a broader understanding of AI’s role in education. The study is not considered to have had any negative ethical impact, as anonymity has been ensured
Becoming a Student : A Genealogy of the Normalizing Conditions at School Entry
No full textThe key issue addressed in this study is the contradiction between the compulsory elementary school’s promise of education “for all”, and the practice in which not all children function as intended, as students. It is here proposed that widely accepted notions of normality regarding a generalized student serve as a basis for defining deviations, which in turn lead to the sorting of individuals. This issue is illuminated by exploring how the subject position of the student/learner within the Swedish compulsory elementary school has been shaped and transformed over time, with a focus on processes around school entry. These processes mark a significant transition in a child’s life, where the child assumes a new subject position as a student. The transition is not, however, merely an administrative process, but a comprehensive social and cultural transformation that influences both the individual's subjectivity and future life trajectories. This dissertation presents a critical genealogy of the student at school entry. Drawing on Michel Foucault's theories of power, knowledge, and the subject, the conditions surrounding the subject position are analyzed, along with the techniques of normalization that are involved. Through examinations of historical and discursive negotiation, the study highlights processes in which notions of normality and deviation are shaped and maintained in relation to the student. It thus makes visible the frames and limitations that the subject position entails, and problematizes how these can be seen to condition children’s opportunities to function as students. The study traces historical developments of school entry, including the concept and practices of school readiness testing, as well as contemporary school entry assessments, and shows how various examinations and activities have been used to categorize and sort children, with consequences for inclusion and exclusion. By analyzing a broad range of textual material, such as curricula, archival test records, informational materials for parents/guardians, and children’s fiction, the study reveals techniques that shape the subject position student, and generate norms and expectations. When the constructed naturalness of becoming a student is questioned, a more nuanced understanding of children’s subjectivity is made accessible. The results of the study show how certain behaviors and ways of being have been constructed as normal, and consequently, others as deviant, in relation to the student at school entry, throughout the time period from 1940 to 2025. Deviations have been explained in various ways: as delayed maturation, as deficiencies in the home environment, and as different neuropsychiatric diagnoses. However, it is here emphasized that although the explanations differ, they often account for similar underlying aspects of the child’s behavior. Moreover, the findings reveal that, and to some extent how, these ways of being have been framed as problematic within a specific school context. At the same time, the contingencies and particularities of this context are made visible. With this dissertation it is argued that the exclusionary practices associated with school entry must be scrutinized, and that the obsolete vision of one inclusive school for all should be refused, on scientific grounds.Den centrala frågan som behandlas i avhandlingen tar som utgångspunkt en motsägelse mellan den obligatoriska grundskolans erbjudande om utbildning för alla, och den praktik där alla barn inte fungerar som förväntat som elever. Med studien argumenteras för att allmänt accepterade föreställningar om elevens normalitet utgör en grund för definiering av avvikelser, och som följd sortering av individer. För att belysa detta problem undersöks hur eleven inom den svenska obligatoriska grundskolan har formats och förändrats över tid. Skolstarten markerar en betydelsefull övergång i ett barns liv, där barnet intar en ny subjektsposition, som elev. Denna övergång är inte enbart en administrativ process, utan en omfattande social och kulturell transformation som påverkar både individens subjektivitet och framtida livsbanor. Avhandlingen presenterar en kritisk genealogi av skolstartens elevblivande och undersöker denna subjektspositions villkor. Med utgångspunkt i Michel Foucaults teorier om makt, kunskap och subjektivering analyseras denna process, samt de normaliseringstekniker som är involverade. Analytiskt fokuseras hur elevpositionen konstrueras och kontrolleras inom den svenska grundskolan. Med undersökningar av historiska, diskursiva förhandlingar synliggörs hur föreställningar om normalitet och avvikelse formas och upprätthålls i samband med skolstarten. Därigenom påvisas de villkor och begränsningar som elevpositionen innebär, vilket möjliggör diskussion om hur dessa villkor påverkar barns möjligheter att fungera som elever. Studien spårar skolmognadsbegreppets historiska utveckling, och omfattar analyser av hur olika tester och aktiviteter använts för att kategorisera och sortera barn, med konsekvenser för inkludering och exkludering. Genom att analysera skolmognadsprov och efterföljande skolstartskartläggningar, samt informationsmaterial till föräldrar och skönlitteratur för barn, blottläggs flera olika tekniker som format elevpositionen och som styr barns möjligheter till anpassning inför skolans normer och förväntningar. Med ett problematiserande av den konstruerade elevpositionen, som har kommit att ses som naturlig, tillgängliggörs en mer nyanserad förståelse av barns subjektivering. I avhandlingens resultat framträder en bild av hur vissa beteenden och sätt att vara har konstruerats som avvikande i samband med skolstarten, under hela den undersökta tidsperioden, 1940–2025. Dessa avvikelser har förklarats på olika sätt; som sen mognad, som brister i hemmet och som olika neuropsykiatriska diagnoser. Vidare framgår av studiens resultat att just dessa sätt att vara har konstruerats som problematiska i relation till en specifik skolpraktik. Samtidigt synliggörs denna specifika kontexts kontingens. Sammanfattningsvis argumenteras för att skolstartens exkluderande praktik behöver granskas, och att den obsoleta visionen om en inkluderande skola för alla bör förvägras, på vetenskaplig grund
On the Same Turf? : Agricultural Knowledge in 1720s Sweden
No full textThis thesis examines four Swedish agricultural treatises published in 1727, focusing on the knowledge management of their authors. It provides insights into early modern knowledge appropriation and the development of agricultural discourse in 18th-century Sweden. The study combines points of departure from the history of knowledge and microhistory, thereby creating a microhistory of knowledge. Concepts such as situated knowledge, boundary work, functions of knowledge, scales, normal exceptionality, margins, and clues are used to investigate how the authors presented knowledge to their readers. While previous research has emphasised the social function of knowledge and its influence on knowledge management, this thesis explores how deference to both epistemological and social functions of knowledge influenced the authors’ strategies. It examines the authors’ motives, as well as their valuation, translation, and views on the ideal movement of agricultural knowledge. Additional sources on the authors' biographies and the informants referenced by the authors are used to further understand their knowledge management. The thesis contributes a number of important results regarding agricultural knowledge management in the early 18th century. First, it shows that the authors employed strategies to maintain the epistemological function of the knowledge, presenting it in ways that allowed readers to adapt it to their own context. Second, the treatises were part of a broader process of knowledge appropriation, where practical knowledge was appropriated by learned elites. Previous research on British agricultural treatises has argued that such literature helped create a new social structure by legitimising new social groups, such as gentlemen farmers. Conversely, this thesis argues that the Swedish treatises of 1727 did not advocate societal transformation. Instead, they promoted a binary view of social hierarchy, contrasting the ideal reader with the common people (allmogen), thus underscoring boundaries between existing groups. Third, maintaining the social hierarchy required a partial transformation of the agricultural knowledge in terms of content and connotations. In discussing this, the thesis contributes to our understanding of the relationship between knowledge transformation and social change. Fourth, the authors had great leeway in how to valuate knowledge, and their own prior knowledge – theoretical, experiential, or mixed – influenced which feature they highlighted as important when arguing for the legitimacy of certain knowledge. Their translation strategies also varied, from focusing on adapting knowledge to local conditions, to focusing on bridging local differences. Fifth, previous research describes the 1740s as a turning point for the Swedish upper classes’ interest in agricultural knowledge, seeing the 1727 treatises as part of an archaic genre with no influence on social reform or agricultural practice. This thesis challenges this view, showing that the treatises presented themes that became central to late 18th-century agricultural discourse and likely contributed to the introduction of these themes. Finally, the thesis presents a method based on a microhistory of knowledge, where sources’ lack of originality is seen as an advantage that facilitates comparisons. Small displacements in the sources offer clues to the actors' strategies, which, when investigated, lead to a deeper understanding of their knowledge management
Gendered processes in education : Exploring early sources of differing educational trajectories
No full textTo contribute to our understanding of vertical and horizontal gender segregation in education, this dissertation addresses how gender differences in educational outcomes emerge. More specifically, it explores how the differences between women and men in school performance, competitiveness, educational program choices and educational attainment are formed by mechanisms like peer effects, confidence in own abilities and educational aspirations. The analysis builds on detailed individual-level data and captures said mechanisms fairly early, at the compulsory and upper secondary school levels. Study I presents new evidence on gender peer effects on test scores using Swedish data containing the history of the gender composition of students’ classrooms from grade 1 to 9. Results from school fixed effect models utilizing within-school variation in gender composition across classrooms show that girls have slightly higher and boys slightly lower test scores in a more female-dominated classroom, but effect sizes are small. The average effects also mask important non-linearities, with meaningful effects only impacting a few students in classrooms with very skewed gender distributions. Exploring the possibility of cumulative effects, the study shows that longer exposure to a certain classroom composition has a similarly small impact on test scores as contemporaneous effects. Study II examines the association between confidence and competitiveness from a gender perspective using data from students in 53 Hungarian upper secondary classrooms. The study reproduces a common finding in the experimental literature according to which the gender gap in competition is partly explained by males being more (over)confident than females. It also uncovers a second mechanism, showing that even if both genders had the same level of confidence, a persistent gender difference in competition would remain in the realistic group. This result is robust across all specifications, challenging theories about the overconfidence of men driving the relationship between confidence and the female-male gap in competition. Study III shows how academic self-concept and interests affect upper secondary program choices by disentangling their net effect from the effect of prior school achievement. It also analyzes if gender differences in these motivational factors contribute to the gender gap in upper secondary program choices and whether there are gender differences in how achievement, motivation and choices relate to each other. Results from structural equation models using survey data linked to Swedish register data indicate that the motivational factors do not only predict the choice outcomes well but they also explain a large part of the gender gap in STEM program choice. Besides, results suggest gender differences in how achievement forms the motivational factors. Study IV examines the effects of educational aspirations in adolescence on educational attainment in young adulthood, exploring how these associations might differ across gender and immigrant background. Drawing on a nationally representative sample of Swedish youth, gender stratified fixed effect models show that high aspirations do not increase the risk of low education for immigrant background boys and girls. Instead, high aspirations boost the chances of getting tertiary education, particularly among immigrant-background women. However, aspirations explain little of the immigrant-native gap in educational attainment
Simulating Carbon Emissions from Biogas Production : A Life Cycle Perspective to Straw-Based Biogas production in Baotou, China
No full textThis study evaluates the carbon emissions associated with straw-based biogas production in Baotou, China, using a life cycle perspective. As part of China’s commitment to achieving carbon neutrality by 2060, the research focuses on the greenhouse gas emissions from the collection, transportation, and production of biogas from agricultural waste, aiming to replace conventional fossil fuels with renewable energy. The study compares three scenarios involving varying levels of straw pretreatment, examining their impacts on diesel consumption, electricity use, and CO₂ emissions. The results highlight significant trade-offs: while basic pretreatment (Scenario 2) reduces diesel usage and carbon emissions effectively, advanced pretreatment (Scenario 3) introduces high electricity demand that offsets its benefits. Across all scenarios, biogas production consistently mitigates approximately 333 million kilograms of CO₂ annually, demonstrating its potential as a cornerstone of Baotou’s carbon neutrality strategy. The findings emphasize the importance of optimizing pretreatment processes, transportation logistics, and renewable energy adoption to achieve sustainable biogas production. Scenario 2 emerges as the most balanced approach under current conditions, offering a practical pathway for reducing Baotou's carbon footprint