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The built environment is responsible for approximately 40% of the world’s energy consumption, 30% of raw material use, 25% of solid waste, 25% of water use, 12% of land use and 33% of greenhouse gas emissions. Thus, environmental improvement and decarbonization are becoming increasingly critical objectives for the construction industry. Sustainable construction can be achieved through several practices, including: considering life-cycle assessment, circular construction, resource efficiency and waste management and providing eco-efficient materials, reducing energy demands and consumption and incorporating low-carbon technologies and renewable energy sources. To achieve sustainable construction goals, it is critical to educate the future workforce about decarbonization, circular construction and how to overcome the challenges involved in transitioning to sustainable construction. This study aims to understand the gap in student knowledge related to decarbonization and circular construction and the importance of incorporating these topics in civil engineering and construction management curricula.

This study surveyed 120 undergraduate and graduate students at one of the largest minority-serving institutions in the USA to understand the gap in student knowledge related to decarbonization and circular construction as well as the importance of incorporating these topics in civil engineering and construction management curricula. The authors conducted several statistical measures to assess the consistency, reliability and adequacy of the sample size, including the Kaiser–Meyer–Olkin measure of sampling adequacy, the normality test to evaluate the appropriateness of using an ordered probit regression analysis and a multicollinearity test to observe the correlation between independent variables. The data was analyzed using ordered probit regression analysis to investigate the need for a curriculum that serves in educating students about decarbonization and circular construction.

The results of this research highlight the gaps in students’ knowledge pertaining to sustainable practices and the importance of providing future construction workforce with such knowledge to tackle global inevitable challenges.

The findings of this study contribute to sustainable construction bodies of knowledge by advocating for a reformed curriculum to prepare the future workforce and adopt less carbonized, more circular approaches within the engineering and construction industry.

With the increasing demand for sustainable developments, higher education should focus on teaching both sustainable buildings and infrastructure systems. This study aims to investigate the existing sustainable infrastructure (SI) teaching efforts in sustainability courses; identify best practices to integrate SI throughout bachelor’s and master’s programs under the construction management (CM) curricula; and propose guidelines for students to obtain Envision sustainability professional (ENV SP) credential during sustainability education.

This study conducted keywords search within the sustainability course descriptions under the American Council for Construction Education accredited CM curricula to locate SI topics. Additionally, this research collected inputs from the Envision Academic Committee members to develop a matrix representing the best practices for integrating SI in higher education and provided a guide with a step-by-step procedure to obtain ENV SP credentials.

This study identified a gap regarding the availability of SI education and offered best practices on how CM curricula might nurture such knowledge. Phase I highlighted that only two CM programs taught infrastructure sustainability, and three programs offered sustainability credentialing processes under a bachelor’s degree. Phase II developed a framework that offered a variety of pedagogical approaches and outlined the process for obtaining the ENV SP certificate for CM students in the freshman, sophomore, junior and senior years.

The findings of this study can facilitate CM education to create awareness among the future workforce and encourage them to establish skills pertaining to the economic, social and environmental implications while designing SI.

Safe-to-fail (SF) is an emerging resilient design approach that has the potential to minimize the severity of flood damages. The purpose of this study is to explore the SF design strategies to reduce flood disaster damages in US coastal cities. Therefore, this study addresses two research questions: identifying the most suitable SF criteria and flood solution alternatives for coastal cities from industry professionals’ perspective; and investigating the controlling factors that influence the AEC students’ interest to learn about SF concepts through the curricula.

This study used the analytical hierarchy process to evaluate the SF criteria and flood solutions where data were collected through surveying 29 Department of Transportation professionals from different states. In addition, the study adopted a quantitative methodology by surveying 55 versed participants who reside in a coastal area and have coastal flood experiences. The data analysis included ordinal probit regression and descriptive analysis.

The results suggest that robustness is the highest weighted criterion for implementing SF design in coastal cities. The results demonstrated that ecosystem restoration is the highest-ranked SF flood solution followed by green infrastructure. Moreover, the results highlighted that age, duration spent in the program and prior knowledge of SF are significantly related to AEC students’ interest to learn this concept.

SF design anticipates failures while designing infrastructures thus minimizing failure consequences due to flood disasters. The findings can facilitate the implementation of the SF design concept during the construction of new infrastructures in coastal cities as well as educate the future workforces to contribute to developing resilient built environments.