Sustainability assessment methods for circular bio-based building materials: A literature review

Using circular bio-based building materials is considered a promising solution to reduce the environmental impacts of the construction industry. To identify the pros and cons of these materials, it is essential to investigate their sustainability performance. However, the previous sustainability assessment studies are heterogeneous regarding the assessment methods and objectives, highlighting the need for a review to identify and analyse these aspects. Moreover, there is still a lack of studies reviewing the methodological issues and implications of the assessment methods, as well as the current end-of-life scenarios and circularity options for these materials. To address these gaps, this study conducts a systematic and critical review of a sample of 97 articles. The results indicate that Life Cycle Assessment (LCA) is the most frequently applied method, yet most studies are cradle-togate analyses of materials. Otherwise, very few studies consider the end-of-life phase, and most of the end-of-life scenarios analysed are unsustainable and have low circularity levels. The analysis also highlights the methodological issues of the assessment methods used, with a particular focus on LCA, such as a lack of consensus on system boundaries, functional units, and databases for facilitating sustainability assessments associated with the use of circular bio-based building materials. Two primary recommendations emerge from the analysis. Firstly, for LCA studies, it is recommended to increase transparency and harmonisation in assessments to improve the comparability of results. Besides, to overcome data availability issues, it is recommended to use data from multiple sources and conduct sensitivity and uncertainty analyses. Secondly, more sustainability assessments (including the three pillars) considering the whole life cycle with more sustainable end-of-life scenarios and circularity options for these materials should be conducted.