Lecturers’ Perception of Green Building Technology: Implications to Sustainable Construction and Environmental Education in Anambra State, Nigeria

Abstract

ABSTRACT Green building technology (GBT) implies products of environmental sciences and technology infusion integrated in constructions to achieve an end product of green or sustainable building. This study examined Lecturers’ perception of GBT as a driver for the teaching and learning of sustainable construction and environmental education in Anambra state, Nigeria. Structured questionnaire survey of 64 lecturers teaching constructions and environmental science inclined courses provided the data for the analysis. Findings revealed that active players for environmental transformation are required in the areas of engineering, technology, environmental science, architecture, and education. Also, although 100% of the respondents were aware of sustainable development goals, 92.2% need more orientation on GBT required to achieve sustainability in construction industry. The respondents have interest in GBT (89.1%), but actions such as reading researches (37.5%) and publishing in GBT (23.4) were very low. The implication of the findings indicates that poor attention to sustainable constructions and environmental education in Anambra state is proportional to the perception of higher institution lecturers towards GBT.