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The extreme climatic events are a result of modern human lifestyles and activities. Climate literacy is one of the significant factors to redefine aggravated human behaviours related to climate change and energy efficiency. Therefore, education relevant to energy efficiency and climate change is identified as a vital requirement in the present education sector. This study aims to identify existing capacity needs for integrating massive open online courses (MOOC)-based climate education in the partner institutions education systems.

The integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) project funded by the Erasmus+ programme aimed to address this research gap by introducing new harmonized MOOC modules to the higher education curricular of four European, five Russian and five Asian higher education institutions (partner country higher education institutions). A series of focus group surveys and workshops were carried out to identify the present capacity development needs relevant to the subject topic.

Accordingly, infrastructure development, awareness-raising, curricular development, capacity building, integration and networking, research and development and financial needs have been identified as the key areas requiring capacity development to integrate energy efficiency and climate change into the higher education curricular. The results have recognized that a MOOC system in curricular will allow better opportunities for research, awareness and capacity development initiatives.

The relevant European best practices can be adopted into the Asian education systems to allow more opportunities in infrastructure, research and networking development. The project continues to implement the MOOC modules in the partner institutions following a contextual research study and a cross-institutional module sharing assessment.

The research outcomes identify the significant facts for formulating the BECK project objectives, which provide wider opportunity for climate literacy improvements and education initiatives in the partner countries.

This article’s purpose is to develop The Model for Smart, Self-learning and Adaptive Resilience Building (SARB).

Products and patents of methods and systems analysis was carried out in the fields of BIM application, Smart, Self-learning and Adaptive Resilience Building. Based on other researchers’ findings, The SARB Model was proposed.

Analysis of the literature showed that traditional decisions on the informational modelling do not satisfy all the needs of smart building technologies owing to their static nature. The SARB Model was developed to take care of its efficiency from the brief stage to the end of its service life.

The SARB Model was developed to take care of its efficiency from the brief stage to the end of its service life. The SARB Model does have some limitations: (1) the processes followed require the collection of much unstructured and semi-structured data from many sources, along with their analyses to support stakeholders in decision-making; (2) stakeholders need to be aware of the broader context of decision-making and (3) the proposal is process-oriented, which can be a disadvantage during the model’s implementation.

Two directions can be identified for the practical implications of the SARB Model. The initial expectation is the widespread installation of SARB Model within real estate and construction organisations. Furthermore, development of the SARB Model will be used to implement the ERASMUS+ project, “Advancing Skill Creation to ENhance Transformation—ASCENT” Project No. 561712-EPP-1-2015-UK-EPPKA2-CBHE-JP.

The practical implications of this paper are valuable.

Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning.

This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation.

The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies.

The empirical focus of the research is limited to three EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction (DRR) capacity in the built environment, especially at the stage of post-disaster reconstruction.

The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis.

Capacity building in enhancing DRR during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience.

The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed.