Shaping the future: The role of educators in construction programs towards climate legislation in a Danish context

Construction Educational Programs (CEPs) are vital in adapting governmental climate initiatives, qualifying graduates to tackle climate challenges and comply with CO2 regulations professionally. This study investigates how CEPs adopt new CO2 regulations, focusing on educators' perceptions, frustrations, and curriculum development initiatives. A mixed-method approach was used, involving a questionnaire sent to CEP educators and leaders. Results were analysed using Sinek's Golden Circle theory and Argyris's Theory-in-Use. The study highlights a shared commitment across CEPs to foster environmental stewardship and societal responsibility. Findings emphasise that educators are proactive in implementing CO2 legislation in teaching, equipping students with skills to meet industry challenges. By emphasising practical applications and interdisciplinary collaboration, educators navigate challenges such as institutional resource limitations and insufficient knowledge sharing, calling for improved communication and cooperation between CEPs. However, the lack of a strategic approach to curriculum development results in single-loop learning, hindering double-loop learning and effective organisational learning.