Promoting sustainability literacy in construction students

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 U...

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Bibliographic Details
Published in:Structural survey 2011-07, Vol.29 (3), p.197-212
Main Authors: Cotgrave, Alison J, Kokkarinen, Noora
Format: Article
Language:English
Subjects:
Analysis
Attitudes
Cognitive style
Construction
Curricula
Curriculum development
Data analysis
Data collection
Essays
Higher education
Intervention
Knowledge
Learning
Questionnaires
Skills
Students
Studies
Sustainability
Sustainable development
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Summary: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.
ISSN:0263-080X
2398-4708
1758-6844
2398-4716
DOI:10.1108/02630801111148185