Construction professionals' literacy incapacity exacerbates their vulnerability to climate change hazards on construction projects. Therefore, this study sought to determine climate change literacy objectives for Zimbabwean construction professionals. Climate change-literate construction professionals can significantly strengthen resilience and adaptive capability within the built environment.
The positivist approach employed a cross-sectional questionnaire survey strategy to collect quantitative data from construction professionals (Architects, Civil/Structural engineers, Project managers and Quantity surveyors) working in 280 registered consultancy and construction firms in Zimbabwe. The data were analysed using mean scores, normalisation, Kruskall–Wallis tests and factor analysis.
The respondents’ perceptions of the most critical climate change literacy objectives included knowledge of sustainable material utility, designing for resilient structures and understanding how climate change affects workers' physical and mental well-being. Generally, consensus on the nature of climate literacy objectives was evident. The factor analysis determined three components: stakeholder and climate information-related interventions, carbon and environmental footprint-related literacy and climate systems and indigenous knowledge-related literacy. Construction professionals can interpret climate change information through the determined objectives, contribute to reducing carbon and environmental footprint and improve project outcomes.
A limitation was that a quantitative method was only employed; a concurrent qualitative inquiry could have mined more diverse views. Professional bodies and tertiary institutions can design climate change programmes based on the determined climate change literacy objectives for construction professionals.
The study determined climate change literacy objectives for construction professionals in Zimbabwe to enable them to respond to climate change hazards.
