A Pedagogical Paradigm to Support Infrastructure Projects through Coupling Front-End Planning Techniques with Sustainability Practices

Abstract

ABSTRACT Effective project management of sustainable infrastructure projects is critical for successful project delivery and improved project performance of construction projects. Coupling and integrating Front-End Planning (FEP) techniques and sustainability rating systems such as the EnvisionTM rating system in the curricula can equip our construction workforces with advanced skills in planning and managing such projects. Therefore, this study investigates the existing synergies between FEP and EnvisionTM and establishes the necessity of incorporating these concepts into the Construction Management (CM) curricula. The research methodology included (1) surveying infrastructure experts to investigate the nexus between EnvisionTM credits and FEP; (2) investigating the use of pre-project planning tools in the industry; and (3) implementing a Problem Based Learning (PBL) activity to enhance construction students’ knowledge of FEP and sustainability. The results highlighted that sustainability practices greatly align with FEP. Moreover, the knowledge improvement through the PBL activity demonstrates that such an active learning method can be a strong candidate for effective pedagogical design to teach these concepts. The novelty of this study encompasses highlighting the necessity to link and incorporate EnvisionTM with FEP in construction curricula to support CM students to become adept in both planning and delivering sustainable infrastructure projects.