FUTA Journal of Management and Technology Built environment Curricula in Nigeria
Vol 2, No. 1, June 2017 S. Ekung and I. Odesola
25
THEORETICAL FRAMEWORK FOR SUSTAINABLE INTEGRATION IN BUILT
ENVIRONMENT CURRICULA IN NIGERIA
S. Ekung1 & I. Odesola2
1Department of Quantity Surveying
University of Uyo, Uyo, Nigeria
2Department of Building,
University of Uyo, Uyo, Nigeria
Corresponding email: elbason6@gmail.com
ABSTRACT
The built environment in Nigeria is laggard in its response to incorporating sustainable
development ethos in higher education curricula. Though interest in the built environment
sector has now expanded, the overall response is largely unstructured thereby making a
structured framework imperative. This study determined the theoretical framework for
effective integration of sustainable construction modules in built environment curricula. The
objective was to investigate the structure and approaches that would adequately embed
sustainability learning in the construction industry. The study employed literature synthesis
to advance a conceptual theoretical model for sustainability integration. The study revealed
that a number of frameworks were available but had not been adopted in the development of
built environment curricula. The dominant approach is either disciplinary or
multidisciplinary frameworks. The multidisciplinary approach however tends to support
sustainability objectives; but lacks adaptation towards experiential learning and the
modality for incorporating the segregated theoretic of each discipline is not clear. A re-
engineered hybrid trans-disciplinary approach generated using the peculiar challenges
inhibiting sustainability learning and integration in Nigeria is presented. The developed
model embeds an experiential learning ethos, enables industry stakeholders’ participation,
and outlines pedagogical methods including modes of delivery and resources.
development ethos in higher education curricula. Though interest in the built environment
sector has now expanded, the overall response is largely unstructured thereby making a
structured framework imperative. This study determined the theoretical framework for
effective integration of sustainable construction modules in built environment curricula. The
objective was to investigate the structure and approaches that would adequately embed
sustainability learning in the construction industry. The study employed literature synthesis
to advance a conceptual theoretical model for sustainability integration. The study revealed
that a number of frameworks were available but had not been adopted in the development of
built environment curricula. The dominant approach is either disciplinary or
multidisciplinary frameworks. The multidisciplinary approach however tends to support
sustainability objectives; but lacks adaptation towards experiential learning and the
modality for incorporating the segregated theoretic of each discipline is not clear. A re-
engineered hybrid trans-disciplinary approach generated using the peculiar challenges
inhibiting sustainability learning and integration in Nigeria is presented. The developed
model embeds an experiential learning ethos, enables industry stakeholders’ participation,
and outlines pedagogical methods including modes of delivery and resources.
Keywords: built environment, curriculum, education, sustainable development, and
sustainability integration.
sustainability integration.
Introduction
The drive to improve awareness about sustainable development within academic
programmes has grown in recent times (Abdul-Wahab, Abdulraheem & Hutchinson, 2003).
Cruz, Macfarlane, Xu, Rodgers and Guensler (2015) emphasize that calls for sustainable
development education which started in the last decade have continued to grow. Academic
programmes and curricula are now being evaluated for sustainability using developed
evaluation matrix (Watson 2013). Jowitt (2004) acknowledged the sustainability paradigm is
exerting pressure on existing academic curricula. Numerous studies have also recognized the
need for curriculum transformation in schools of built environment (Gelengis & Harris,
2014; Oliveira & O‟Flynn, 2015). The need to educate built environment graduates about
sustainable construction is well documented. This is because till date, stakeholders‟ level of
knowledge and awareness about sustainability in construction in the built environment is
low (Ewuga & Molwus, 2015; Nduka & Ogunsanmi, 2015). Eisenberg & Persram (2009)
clearly states that only a few challenges are more difficult to overcome than knowledge
barriers in sustainability ethos embedding. In spite of the low awareness, sustainability
programmes has grown in recent times (Abdul-Wahab, Abdulraheem & Hutchinson, 2003).
Cruz, Macfarlane, Xu, Rodgers and Guensler (2015) emphasize that calls for sustainable
development education which started in the last decade have continued to grow. Academic
programmes and curricula are now being evaluated for sustainability using developed
evaluation matrix (Watson 2013). Jowitt (2004) acknowledged the sustainability paradigm is
exerting pressure on existing academic curricula. Numerous studies have also recognized the
need for curriculum transformation in schools of built environment (Gelengis & Harris,
2014; Oliveira & O‟Flynn, 2015). The need to educate built environment graduates about
sustainable construction is well documented. This is because till date, stakeholders‟ level of
knowledge and awareness about sustainability in construction in the built environment is
low (Ewuga & Molwus, 2015; Nduka & Ogunsanmi, 2015). Eisenberg & Persram (2009)
clearly states that only a few challenges are more difficult to overcome than knowledge
barriers in sustainability ethos embedding. In spite of the low awareness, sustainability
learning in the built environment education is less than a sketchpad (Ameh Dania, Zubairu,
& Bustani 2010). As a result, promoting and translating sustainability learning to
implementation in the industry is difficult.
Consequently, academic communities with support from professional and accreditation
bodies have responded significantly to enforce compliance. Tremendous progress towards
introducing sustainability is being made (Varga & Lean, 2015). However, the drive tends to
be more aggressive in engineering disciplines (Fenner, 2013). Efforts at reforming curricula
in the built environment has so far beenless successful (Byrne, Desha, Fitzpatrick, &
Hargroves, 2013) for, as Arain (2014) observes, input from the built environment field has
not been taken into account. This is alarming, granted that academic institutions are
expected to leverage sustainability training in support of the construction industry.
Academic institutions across the globe with impetus from their professional bodies have also
recognised their focal position in this regard and strategies are being advanced to integrate
sustainable development goals in curriculum (Sharma, Steward, Ong & Miguez, 2014).
The situation in Nigeria deserves further investigation to understand ongoing efforts. Ameh,
Dania, Zubairu & Bustani (2010) have identified wide gaps in the built environment
curriculum of Nigerian institutions. The level of misunderstanding of the basic concepts of
sustainability among the academia and young graduates is very low (Ameh, Dania, Zubairu
& Bustani, 2010; Allu, 2016). A survey by Saliu & Achimugu (2016) revealed Nigerian
design professionals are less involved in climate change preventive practices due to
insufficient knowledge.
The increasing inclusion of sustainability within built environment programmes at various
levels is recognized (Gelengis & Harris, 2014). However, there is little emphasis on
pedagogical practice, and mode of learning on sustainability (Oliveira & O‟Flynn, 2015).
Scholarly works on sustainability in construction tends to focus more on technologies and
management issues; and less on education processes and methods (Oliveira & Flynn, 2015).
Adopted integration approaches also tend to conflict; but significant opportunities exist to
develop and connect academic programmes to sustainability in construction (Oliveira &
O‟Flynn, 2015). The research question addressed in this study seeks to scaffold theoretical
framework for sustainability integration in Nigeria‟s built environment curricula.
Sustainability in the Nigerian Built Environment Curriculum
The built environment professionals are generally responsible for the creation of housing
and other infrastructures needed to support life-long habitation. However, the activities of
the construction sector are significant contributors to the overall environmental degradation.
The sector is also associated with inappropriate development practices that create wastes,
pollution, green-house gas emissions and the like. The built environment consists of a broad
range of professionals supporting these requisite infrastructures including architects,
building experts, surveyors, planners, quantity surveyors and engineering experts. Requisite
conventions and practices at various levels are on-going both locally and internationally to
ensure that sustainable development ethos is embedded in academic curricula that produce
the respective professionals in each field. It is therefore often debated that, issues of
sustainability are not new but the concern is knowledge and skills dearth. The focus on
& Bustani 2010). As a result, promoting and translating sustainability learning to
implementation in the industry is difficult.
Consequently, academic communities with support from professional and accreditation
bodies have responded significantly to enforce compliance. Tremendous progress towards
introducing sustainability is being made (Varga & Lean, 2015). However, the drive tends to
be more aggressive in engineering disciplines (Fenner, 2013). Efforts at reforming curricula
in the built environment has so far beenless successful (Byrne, Desha, Fitzpatrick, &
Hargroves, 2013) for, as Arain (2014) observes, input from the built environment field has
not been taken into account. This is alarming, granted that academic institutions are
expected to leverage sustainability training in support of the construction industry.
Academic institutions across the globe with impetus from their professional bodies have also
recognised their focal position in this regard and strategies are being advanced to integrate
sustainable development goals in curriculum (Sharma, Steward, Ong & Miguez, 2014).
The situation in Nigeria deserves further investigation to understand ongoing efforts. Ameh,
Dania, Zubairu & Bustani (2010) have identified wide gaps in the built environment
curriculum of Nigerian institutions. The level of misunderstanding of the basic concepts of
sustainability among the academia and young graduates is very low (Ameh, Dania, Zubairu
& Bustani, 2010; Allu, 2016). A survey by Saliu & Achimugu (2016) revealed Nigerian
design professionals are less involved in climate change preventive practices due to
insufficient knowledge.
The increasing inclusion of sustainability within built environment programmes at various
levels is recognized (Gelengis & Harris, 2014). However, there is little emphasis on
pedagogical practice, and mode of learning on sustainability (Oliveira & O‟Flynn, 2015).
Scholarly works on sustainability in construction tends to focus more on technologies and
management issues; and less on education processes and methods (Oliveira & Flynn, 2015).
Adopted integration approaches also tend to conflict; but significant opportunities exist to
develop and connect academic programmes to sustainability in construction (Oliveira &
O‟Flynn, 2015). The research question addressed in this study seeks to scaffold theoretical
framework for sustainability integration in Nigeria‟s built environment curricula.
Sustainability in the Nigerian Built Environment Curriculum
The built environment professionals are generally responsible for the creation of housing
and other infrastructures needed to support life-long habitation. However, the activities of
the construction sector are significant contributors to the overall environmental degradation.
The sector is also associated with inappropriate development practices that create wastes,
pollution, green-house gas emissions and the like. The built environment consists of a broad
range of professionals supporting these requisite infrastructures including architects,
building experts, surveyors, planners, quantity surveyors and engineering experts. Requisite
conventions and practices at various levels are on-going both locally and internationally to
ensure that sustainable development ethos is embedded in academic curricula that produce
the respective professionals in each field. It is therefore often debated that, issues of
sustainability are not new but the concern is knowledge and skills dearth. The focus on
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