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The construction industry remains a key driver of economic development, yet it faces significant sustainability challenges, including limited sustainability competencies among certified skilled and semi-skilled construction workers (CWs). This systematic literature review explored deficits in sustainable learning objectives (SLODs) and identified proposed interventions to address them. Following PRISMA guidelines, a total of 17 relevant articles from 1999 to 2025 were selected through a structured search of Web of Science and Scopus databases. Thematic analysis using NVivo revealed two themes of SLODs: “Decent Work-Related Deficits” and “Skills Development-Related Deficits”. The study further revealed intervention themes, namely: “Policy and Collaborative Interventions” and “Technological and Health-Related Instruction.” Practical implications and recommendations include: (1) Incorporation of the Decent Work Agenda in curricula by both VTCs and firms to meet SDG8 needs (2) inclusion of mainstream SLOs such as green skills in vocational curricula and linking SLO competencies with worker certification by government and industry regulators, (3) formulation and institution of policy that promotes broader participation and incentivised and beneficial partnerships among green building centres, VTCs, government and firms and (4) advancing the usage of 4IR technologies such as VR and IOT as instruction tools by VTCs, firms and technological advancement companies through provision of classrooms and equipment such as VR goggles, computers and learning material. Further, the study supports new theoretical models of adult education by applying experiential and cooperative learning within vocational settings. Additionally, the addition of a technological pillar expands the traditional sustainability framework in construction theory. Limitations include language bias and the defined review period. Future studies should empirically evaluate the effectiveness of proposed interventions and deepen the analysis of green skills adoption across diverse construction contexts.

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Construction Sustainable Learning Objectives Deficits and Interventions for Construction Workers: A Systematic Literature Review

  • 会议论文

  • 发表日期：

    2026年

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  • Tendai Zacharia Mbaraja,
  • Roy Cumberlege

摘要

The construction industry remains a key driver of economic development, yet it faces significant sustainability challenges, including limited sustainability competencies among certified skilled and semi-skilled construction workers (CWs). This systematic literature review explored deficits in sustainable learning objectives (SLODs) and identified proposed interventions to address them. Following PRISMA guidelines, a total of 17 relevant articles from 1999 to 2025 were selected through a structured search of Web of Science and Scopus databases. Thematic analysis using NVivo revealed two themes of SLODs: “Decent Work-Related Deficits” and “Skills Development-Related Deficits”. The study further revealed intervention themes, namely: “Policy and Collaborative Interventions” and “Technological and Health-Related Instruction.” Practical implications and recommendations include: (1) Incorporation of the Decent Work Agenda in curricula by both VTCs and firms to meet SDG8 needs (2) inclusion of mainstream SLOs such as green skills in vocational curricula and linking SLO competencies with worker certification by government and industry regulators, (3) formulation and institution of policy that promotes broader participation and incentivised and beneficial partnerships among green building centres, VTCs, government and firms and (4) advancing the usage of 4IR technologies such as VR and IOT as instruction tools by VTCs, firms and technological advancement companies through provision of classrooms and equipment such as VR goggles, computers and learning material. Further, the study supports new theoretical models of adult education by applying experiential and cooperative learning within vocational settings. Additionally, the addition of a technological pillar expands the traditional sustainability framework in construction theory. Limitations include language bias and the defined review period. Future studies should empirically evaluate the effectiveness of proposed interventions and deepen the analysis of green skills adoption across diverse construction contexts.