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Dynamics of Sustainability Literacy Among Malawi Construction Professionals

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  • Luke Mkandawire

    (Sustainable Human Settlement and Construction Research Center, Department of Construction Management and Quantity Surveying, Faculty of Engineering and Built Environment, University of Johannesburg, Johannesburg 2092, South Africa)

  • Love David

    (Sustainable Human Settlement and Construction Research Center, Department of Construction Management and Quantity Surveying, Faculty of Engineering and Built Environment, University of Johannesburg, Johannesburg 2092, South Africa)

  • Clinton Aigbavboa

    (Sustainable Human Settlement and Construction Research Center, Department of Construction Management and Quantity Surveying, Faculty of Engineering and Built Environment, University of Johannesburg, Johannesburg 2092, South Africa)

Abstract

Background: This study explored the dynamics of sustainability literacy among industry professionals to advance the adoption of sustainability initiatives within the Malawi construction industry. Specifically, it examined the key attitudinal indicators (KAIs), driving factors, and barriers influencing sustainability literacy. Method: A quantitative research approach was employed, utilizing a well-structured questionnaire for data collection with a sample size of seventy-five (75) and built environment professionals as respondents. The collected data were analyzed using two inferential statistical methods: the Mean Item Score (MIS) and Exploratory Factor Analysis (EFA). Results: The EFA results identified two key components of KAIs that affect sustainability literacy: an inertia mindset and psychosocial inertia. Two primary driving factors were revealed: Perceived Benefits and Integrated Digital Capacity-Building Initiatives. This study also highlighted two major categories of barriers: inter- and intra-institutional barriers and Poor Sustainability Governance. Based on the research findings, this study proposes six policy recommendations: (1) development of a Green Paper on sustainable practices, (2) mandatory SLP on sustainable and green building practices, (3) continuous professional development (CPD) incentives for sustainability literacy, (4) economic incentives for sustainability adoption, (5) establishment of sustainability learning hubs, and (6) leveraging Fourth Industrial Revolution (4IR) technologies to enhance practical sustainability training. Conclusions: The study concludes that achieving meaningful progress in sustainability literacy requires transformational leadership to drive change across the industry.

Suggested Citation

  • Luke Mkandawire & Love David & Clinton Aigbavboa, 2025. "Dynamics of Sustainability Literacy Among Malawi Construction Professionals," Sustainability, MDPI, vol. 17(16), pages 1-29, August.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:16:p:7458-:d:1726893
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    References listed on IDEAS

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