Sustainability literacy: the future paradigm for construction education?

Abstract

Purpose

This paper seeks to analyse the hypothesis that sustainability is destined to become the operating paradigm for construction education in the UK.

Design/methodology/approach

An international literature review is used to assess the relationship between sustainability and the built environment. The viewpoints of the construction‐related professions are examined by analysing the accreditation policies of key professional bodies and through a survey of public sector‐based UK building professionals. International and national policy initiatives on educating for sustainability are reviewed and a survey of UK universities delivering construction degrees is used to explore the environmental content of construction courses. A brief case study describes recent efforts to systematically embed sustainability within construction education.

Findings

The sustainability agenda and construction are intricately linked. The rationale, therefore, for embedding sustainability within the construction curriculum is powerful. Strong policy drivers for embedding sustainability in the curriculum also exist, but the response from construction educators is thus far patchy. However, the case study demonstrates that integrating sustainability issues within construction courses is readily achievable.

Practical implications

The findings will influence policy decisions taken by educators and professional bodies seeking to respond to the fast‐developing sustainability agenda.

Originality/value

This research demonstrates the rationale for systematically embedding sustainability within the construction curriculum to the benefit of professionals, professional bodies and educators.

Citation

Murray, P.E. and Cotgrave, A.J. (2007), "Sustainability literacy: the future paradigm for construction education?", Structural Survey, Vol. 25 No. 1, pp. 7-23. https://doi.org/10.1108/02630800710740949