Promoting sustainability literacy in construction students

Abstract

Purpose The development of a model to promote sustainability literacy in construction students was described by the authors in a previous paper in this journal. This paper seeks to test the applicability of the model to determine whether it is successful in promoting sustainability literacy in a UK university. Design/methodology/approach A short intervention in the form of a project was designed to simulate the curriculum. Students were administered questionnaires before, during and after the intervention to track changes in their sustainable knowledge, skills and attitudes. A mixed method approach was used to analyse the data. Findings The model was successful in changing student attitudes significantly. Research limitations/implications Construction educators may find the Paradigm for Sustainable Construction Curriculum Design model useful in revamping the way in which sustainable literacy is incorporated into construction courses which meet both student learning outcomes and professional body requirements. Originality/value This and the previous paper present a model which has been rigorously tested for its effectiveness and other higher education institutions may adopt the model to green their curricula.