Abstract:
Education and training are identified as a key means of reducing carbon emissions from buildings to
help address the climate emergency. Institutional, industry and organisational responses are shown
to be failing in this regard. This editorial introduces the themes and individual papers in the special
issue and then explores the current state of the art through pedagogy, theory, training, policy,
practice and standards. These areas are interrogated through three fundamental questions. How can
education and training be rapidly changed to ensure the creation of zero-carbon built environments?
How can this transition be implemented successfully? What positive examples and models can be drawn
upon or adapted? In proposing an agenda for change, a new approach to education is set out which
combines learning outcomes with new standards and personal values within a continual questioning
and holding to account of all stakeholders involved through evidenced outcomes. This draws on
evidence from the special issue and Capability Theory which allies competency with personhood
to create capability through agency. The process to make this change requires: (1) government
intervention, to ensure that the lowest common denominator is zero-carbon best practice within
a negotiated, holistic approach to developing the built environment sustainably; (2) new ethical,
interdisciplinary and collective educational working practices underpinned by new pedagogical theory
and accreditation processes; and (3) rapid auditing and upskilling in climate literacy to bring pressure
to bear on governments and institutions to carry out reforms.