The aim of this paper is to describe the research and process used to develop a curriculum design guidance model that can be used to develop a sustainability literate construction curriculum in higher education.
A comparative study between the UK and Australia was undertaken. Qualitative and quantitative data were collected in both countries and then analysed to determine what was needed to develop an appropriate model for curriculum design within construction education. Various areas regarding curriculum assessment were considered in order to provide an insightful and comprehensive model for curriculum design.
The results indicated that the UK and Australia do not differ significantly with regards to best practice in curriculum design.
The subsequent model can be used by academics to integrate more opportunities for sustainable literacy into construction courses. The proposed model has the potential to be used interchangeably within both countries and possibly beyond.
The paper addresses the need for academia to assess the level of environmental knowledge that they disseminate to students as an integrated part of their overall degree rather than at a modular level.
