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The construction industry is one of the major contributors of greenhouse gas emissions (UNEP, 2022), but it provides numerous valuable opportunities to contribute to the reduction of greenhouse gas emissions (IPPC, 2023). Innovation within the industry and the adoption of sustainable practices are key to achieve this. This is possible with the contribution of highly knowledgeable professionals and skilled workers. However, different countries, including Malta are facing skill gaps and resource shortages. The purpose of this paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. The research focuses on the positionality of the professionals working in the sector as they operate within a legal framework guided through various policies, and through their role and responsibility, they are in contact with the other stakeholders in the sector.

The data generation strategy used in this study involved a pragmatic approach through a mixed method research methodology, namely, interviews, a questionnaire and a focus group discussion. The three tier scaffolding approach in the data generation strategy allowed for a progressive validation of the data generated.

The research indicates that the professionals in the sector are aware of their roles and responsibilities to address climate change in their practices, and they have the disposition to acknowledge the need of continuous professional training. Moreover, this study points out that the professionals in the built environment sector are concerned about other gaps within the industry and not solely by skill gaps. Their responsibility to address climate change through greener solutions is often hindered by fragmentation in the system including bureaucratic procedures, clients’ demands, lack of enforcement and general education of the need to address and adapt climate change among the general public. The professionals appeal for an overhaul in the “culture” of the construction industry through a comprehensive rather than a piecemeal approach. This research puts in the limelight the need of a comprehensive strategy to address skill gaps and mismatches in accordance with the need for climate change adaptation as the ultimate challenge rather than addressing different issues separately within the sector.

The paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. By identifying these skill gaps and mismatches, it would be possible to devise an action plan to iron-out such hindrances as part of a broader climate action adaptation strategy.

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.

Construction industry and the built environment professions play an important role in contributing to society’s improved resilience. It is therefore important to improve their knowledgebase to strengthen their capacities. This paper aims to identify gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. The paper also provides a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process.

The paper reports the findings of 87 stakeholder interviews with: national and local government organisations; the community; non-governmental organisations, international non-governmental organisation and other international agencies; academia and research organisations; and the private sector, which were supplemented by a comprehensive analysis of key policies related to disaster resilience and management. The findings were validated using focus group discussions that were conducted as part of six organised stakeholder workshops.

The primary and secondary data generated a long list of needs and skills. Finally, the identified needs and skills were combined “like-for-like” to produce broader knowledge gaps. Some of the key knowledge gaps identified are: governance, legal frameworks and compliance; business continuity management; disaster response; contracts and procurement; resilience technologies, engineering and infrastructure; knowledge management; social and cultural awareness; sustainability and resilience; ethics and human rights; innovative financing mechanisms; multi stakeholder approach, inclusion and empowerment; post disaster project management; and multi hazard risk assessment. The study also identifies a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process. The recommendations are set out in five key themes: education, policy, practice, research and cross-cutting.

This study is part of an EU funded research project that is seeking to develop innovative and timely professional education that will update the knowledge and skills of construction professionals in the industry and enable them to contribute more effectively to disaster resilience building efforts.

The paper provides an extensive analysis of the gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. Accordingly, the paper recommends major changes in construction education, research, policy and practice with respect to mainstreaming disaster resilience within the construction process.

There is an urgent need to translate climate change awareness into tangible climate adaptation strategies. The built environment is identified as one of the kick-off points in making climate change adaptation as the built environment shares a dual-way relationship. While the built environment largely contributes to the climate change-triggering factors, it also becomes highly vulnerable in the face of climate change impacts. Tied up with the interconnectedness of the built environment processes and associated systems, the involvement of numerous stakeholders from different spectrums creates the need for a holistic and multi-stakeholder approach in developing climate response strategies for the built environment. Accordingly, this study aims to identify the roles and responsibilities of the different built environment stakeholders in climate change adaptation.

The study consisted of a scoping review at the initial stage, contextualising studies based on secondary data, and semi-structured expert interviews in five different countries: the UK, Sweden, Malta, Spain and Sri Lanka. The paper summarises the findings of the individual country-level desk studies and 65 built environment stakeholder interviews representing national and local governments, communities, academia and research organisations, civil organisations, professional bodies and the private sector. The findings were validated through focus group discussions in two stakeholder seminars.

The findings summarised a set of key roles and sub-roles for each stakeholder category, considering the current status and needs. The national governments need to set a long-term vision, enabling multi-sector interventions while promoting investment and innovation in climate change adaptation. The local governments overlook local adaptation plans, while the community is responsible for decarbonising operations and practising adaptation at the local level. Civil organisations and professional bodies are the voice of the community, linking policy and practice. Academia and research are responsible for nurturing skills and new knowledge, and the private sector must contribute by adopting climate resilience into their business portfolio and corporate social responsibility.

This research is part of an Europe-Union-funded research project, Built Environment leArning for Climate Adaptation (BEACON), which aims to develop skills and competencies of the built environment professionals so that they will be adequately equipped to handle the adaptation process of the built environment needs to adapt in facing the climate change impacts.

The paper provides an in-depth analysis of the roles and responsibilities pertaining to each category of the different stakeholders in effectively adapting the built environment to withstand the climate change consequences. Demarcation of each stakeholder’s roles and responsibilities separately facilitates collaboration and coordination between the different parties and provides a more holistic approach to climate change adaptation in the built environment.

The current adverse changes in climatic conditions have necessitated innovative nature-based solutions like blue-green roofs to ensure sustainable built environments. The use of blue-green roofs in combating climate change issues has continued to grow, and its benefits are showcased in many countries' studies. However, there is an absence of reports on the use of this approach in South Africa. Therefore, in ensuring a sustainable built environment through nature-based solutions, this study explored the built environment professional’s knowledge of blue-green roofs, the hindrances to their use and motivations for much wider use of blue-green roofs in the country.

Based on the nature of the study, a quantitative design was adopted and data were obtained from professionals within the built environment through a questionnaire. Data analyses were conducted using the Cronbach alpha test, Kruskal–Wallis H-Test, exploratory factor analysis and fuzzy synthetic evaluation.

The findings revealed a growing knowledge of blue-green roofs, albeit its slow adoption in the country. Also, five critical clusters of hindrances affecting the use of blue-green roofs were identified. These are understanding the blue-green roof concepts, technical, economic, regulation and client hindrances. Furthermore, the ability to manage stormwater properly, provide climate change adaptation and deliver sustainable buildings were the key motivating factors that could drive the use of this innovative solution.

This study offers actionable insights for built environment professionals and stakeholders to address the hindrances to using blue-green roofs in South Africa. Strategies such as improved education, financial incentives and policy development can help overcome some notable hindrances and promote the widespread adoption of blue-green roofs.

The slow adoption of blue-green roofs and the scant nature of research within the built environment required adequate attention to which this current research contributes. Theoretically, being one of the foremost studies in South Africa to explore blue-green roofs, the findings offer a foundation for future studies seeking to explore this roofing system in the country further.

Disaster risk reduction is prominent in the international policy agenda, and the year 2015 brought together three international policy frameworks that contribute to disaster risk reduction (i.e. the Sendai framework for disaster risk reduction, the Sustainable Development Goals and Paris Climate Change Agreement – COP21). However, there is a dearth of effort at identifying and aligning the specific educational needs of built environment professionals with the three policy frameworks. This is needed to facilitate the incorporation of the contents of the policy frameworks into built environment professionals’ training. Therefore, this study aims to map the educational needs of built environment professionals with the core areas of the three international policy frameworks.

This study utilized CADRE (Collaborative Action towards Disaster Resilience Education) research project outcomes alongside the earlier mentioned three international policy frameworks. A comprehensive desk review was done to map the educational needs identified in the CADRE project with the core priority areas of the three policy frameworks.

The study revealed the educational needs that are significant towards an effective implementation of the core priority areas of the three international policy frameworks.

This study would be beneficial to the built environment professionals involved in disaster risk reduction. They will be aware of the specific knowledge areas that would aid the successful implementation of the aforementioned three international policy frameworks.

The outcomes of the study would be beneficial to higher education providers in disaster risk reduction and sustainable development. It has identified the knowledge and competency gaps needed to be bridged in the curricula to meet the demands created by the international policy frameworks.

Professionalism indicates a devotion to and demonstration of exceptional performance and achievement in any activity. The built environment comprises the physical items required for economic activity, long-term national development and social well-being. Studies show a need to improve many aspects of the built environment and the sector which creates it. Researchers should contribute to this improvement effort. It is suggested that researchers should demonstrate professionalism, but there is no agreement on how professionalism in research is determined. It is necessary to consider what constitutes professionalism in built environment research and how it can be developed.

An exploratory study is presented. It considers major works on the nature of the built environment and its sector, and factors influencing research on them; and draws on works on research ethics, integrity and good practice to propose a framework for professionalism in built environment research.

More work is needed to improve the built environment and its sector. Professionalism in built environment research will make the contribution of such research to this effort effective. This professionalism should be conceptualised, developed and continuously enhanced.

This first attempt to formulate a framework for professionalism in built environment research is based on a review of the major relevant literature. Subsequent works can test this framework empirically.

The professional built environment researcher will be committed to contributing to society.

This is the first work on professionalism in research on the built environment. The framework provides the basis for further studies on the subject.

The purpose of this paper is to discuss the use of moral theory as a philosophical analytical framework for built environment organisations' ethical codes of practice. The identified moral theories under consideration are “deontology”, “consequentialism” and “virtue ethics”.

The paper uses a case study to examine the use of moral theory to explain the ethical codes of practice of built environment professional organisations. The chosen organisation is the Royal Institution of Chartered Surveyors (RICS). The approach for conducting the case study is through semi‐structured interviews with experienced RICS members which gather views on the application of moral theory to explain the RICS ethical principles.

The case study revealed that there are mixed views on the use of moral theory to explain the RICS code of practice. The general view is that deontology is the most suitable theory to explain the fact that the work or process has been undertaken correctly. On the other hand, there is also a view amongst senior professionals that virtue ethics is most appropriate as it addresses the importance of both the correct “result” and the correct “process”.

The paper uses a case study approach to examine the ethical code of one built environment professional organisation. This research does not therefore claim empirical generalisation but instead provides illustrations on the use of moral theory to explain the code of practice of a built environment professional organisation. The paper is based on a series of interviews. The findings should be understood as the aggregated opinions of the interviewees.

The paper makes an original contribution to existing literature on the theoretical analysis of codes of practice for built environment professional organisations. It describes research which is the first to use moral theory as a framework for analysing rules of conduct of built environment professional organisations.

The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.

Data were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.

The study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.

The study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.

The paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.

The paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.

Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines.

Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources.

The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement.

The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework.

The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions.

The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century.