Meeting the Sustainability Emergency in Built Environment Curricula through Tripartite Pedagogy Quasi-Experimentation

This study evaluates the effectiveness of a tripartite pedagogy framework integrating specialized tracks, optional minors, and experiential learning to enhance sustainability education in built environment curricula. Employing a mixed-methods quasi-experimental design, the research assessed 239 industrial training students in Enugu, Nigeria. Results from the t-test demonstrate significant improvements in sustainability knowledge post-intervention and high interest in optional sustainability courses. Repeated measures of ANOVA revealed substantial enhancements in students' ability to apply sustainability concepts over time. Qualitative data highlighted practical challenges in experiential learning, including resource constraints. The findings provide empirical support for the tripartite approach, extending previous research by quantifying impacts on practical skills development. This study contributes to the limited body of evidence on integrated sustainability education interventions in the Global South, demonstrating significant improvements in students' sustainability knowledge and application skills through a tripartite pedagogy framework. The findings highlight the potential of specialized tracks, optional minors, and experiential learning to bridge the gap between academic preparation and industry needs. It is recommended that educational institutions prioritize these integrative approaches and address resource constraints to enhance the effectiveness and scalability of sustainability education in built environment curricula.