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.
Keywords: built environment, curriculum, education, sustainable development, and sustainability integration
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