In 2015, the United Nations (UN) adopted the 2030 agenda for Sustainable Development, which set out 17 Sustainable Development Goals (SDGs), 169 targets and 231 unique indicators as a significant initiative towards socio-economic development. The SDGs provide the construction industry with a new lens through which global needs and desires can be translated into business solutions. This paper explores the role of the construction industry in achieving the 2030 Sustainable Development Goals. The paper uses an explanatory sequential design with an initial quantitative instrument phase, followed by a qualitative data collection phase. Following a comparative review of the literature on the 17 SDGs, a questionnaire was designed and administered among 130 respondents, and 105 responses were received. These data were then validated through semi-structured interviews with 16 sustainable construction experts. Data obtained from the semi-structured validation interviews were analysed through side-by-side comparisons of the qualitative data with the quantitative data. The findings show that the construction industry has a critical role in achieving almost all the 17 SDGs. The roles were, however, prevalent in 10 key SDGs, namely: sustainable cities and communities (SDG 11); climate action (SDG 13); clean water and sanitation (SDG 6); responsible consumption and production (SDG 12); industry, innovation and infrastructure (SDG 9); life on land (biodiversity) (SDG 15); gender equality (SDG 5); good health and well-being (SDG 3); affordable and clean energy (SDG 7); decent work and economic growth (SDG 8). The study confirmed the role played by the construction industry in achieving these SDGs. The findings from this study provide further insights into the ever-increasing state-of-the-art regarding the construction industry’s role in achieving Sustainable Development Goals.

Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

Purpose: – Adopting sustainable construction practices minimizes the overall environmental impact of the built asset throughout its whole life. Currently, there is demand from key stakeholders in the construction industry for organization to deliver sustainable built environment, however, leaders/champions within construction organizations charged with the adoption of sustainable construction practices face many challenges. The purpose of this paper is to present the results of an investigation into the challenges facing intra-organizational leaders charged with the promotion of sustainable construction practices. Design/methodology/approach: – Qualitative data were collected through semi-structured interview with 15 leaders, followed by an industry-wide survey of 200 intra-organizational leaders in contractor and consultant organizations in the UK construction industry. Findings: – The results revealed that increased capital cost is the most significant challenge facing construction organizations in attempt to adopt sustainability practices in the delivery of construction projects. Originality/value: – This study provides the empirical evidence linking leadership within construction organizations and sustainability; filling the gap in literature and serving as a source of reference material for higher education programmes in the built environment.