Dynamics of Sustainability Literacy Among Malawi Construction Professionals

Abstract

Background: This study explored the dynamics of sustainability literacy among industry professionals to advance the adoption of sustainability initiatives within the Malawi construction industry. Specifically, it examined the key attitudinal indicators (KAIs), driving factors, and barriers influencing sustainability literacy. Method: A quantitative research approach was employed, utilizing a well-structured questionnaire for data collection with a sample size of seventy-five (75) and built environment professionals as respondents. The collected data were analyzed using two inferential statistical methods: the Mean Item Score (MIS) and Exploratory Factor Analysis (EFA). Results: The EFA results identified two key components of KAIs that affect sustainability literacy: an inertia mindset and psychosocial inertia. Two primary driving factors were revealed: Perceived Benefits and Integrated Digital Capacity-Building Initiatives. This study also highlighted two major categories of barriers: inter- and intra-institutional barriers and Poor Sustainability Governance. Based on the research findings, this study proposes six policy recommendations: (1) development of a Green Paper on sustainable practices, (2) mandatory SLP on sustainable and green building practices, (3) continuous professional development (CPD) incentives for sustainability literacy, (4) economic incentives for sustainability adoption, (5) establishment of sustainability learning hubs, and (6) leveraging Fourth Industrial Revolution (4IR) technologies to enhance practical sustainability training. Conclusions: The study concludes that achieving meaningful progress in sustainability literacy requires transformational leadership to drive change across the industry.

1. Introduction

The Sustainable Development Goals (SDGs) of the United Nations have been integrated into the Malawi 2063 strategic plan, especially the first 10 years of the Malawi Implementation Plan (MIP-1) of the strategic plan. This ensures the sustainability of all aspects of governance across all sectors, including Malawi’s infrastructure and urbanization drive. According to the Malawi 2022 Voluntary National Review (VNR) report [1] on sustainable development goals, there is little or nothing to report about SDG 9 (Industry, Innovation, and Infrastructure) and SDG 11 (Sustainable Cities and Communities) on the uptake of sustainability in the construction sector. This indicates that sustainable development goals have not been fully mainstreamed into Malawi’s built environment to register noticeable strides. A thorough analysis of targets 9.1, 9.4 and 9. 9.a of SDG 9 and targets 11.3, 11.6, 11.7 and 11.b of SDG 11 emphasized the strategic role of sustainability within the built environment and the construction industry in building a sustainable human settlement for all [2]. Hence, this research focuses on the dynamics of sustainability literacy among construction professionals as an input to actualizing the Sustainable Development Goals within Malawi’s construction industry and built environment.

According to the World Commission on Environment and Development [2], sustainable development refers to the process of achieving development in such a way that the current generation has the necessary resources to fulfill its own needs while also ensuring that the future generation can fulfill its own needs as well. Dosumu and Aigbavboa [3], in their research within the construction industry and the built environment, write, ‘there is sufficient evidence in literature to suggest that the future generation may not survive if sustainable development is not put into practice immediately’. This assertion is very imminent in Malawi’s construction industry. This is established in the 2024 SDG report, with Malawi ranking 140 out of 167 countries worldwide [4]. According to the SDG Dashboards and trend reports, Sustainable Development Goals (SDGs) 9 (Industry, Innovation, and Infrastructure) and 11 (Sustainable Cities and Communities) reflect significant sustainability challenges in the Republic of Malawi. These challenges are particularly evident in the areas of limited access to all-season roads and the high percentage of the urban population residing in informal settlements or slums. Such indicators highlight critical gaps in sustainable infrastructure and urban development. These shortcomings can partly be attributed to a deficit in sustainability literacy within the construction industry and the built environment. This is because research has shown that countries with strong sustainability literacy among built environment professionals lead to resilient, inclusive, and sustainable construction, as evidenced in notable improvements in urban infrastructure [5,6]. The absence of this foundational literacy in Malawi limits the ability of construction professionals to adopt and transfer sustainability knowledge, innovations, and best practices from more advanced contexts. This hampers progress towards SDG 9 and undermines efforts to realize SDG 11, ultimately affecting national development and resilience goals.

The construction industry is a capstone sector for any economic growth and development; hence, the sector’s sustainability is crucial to ensuring the high performance of economic growth indicators. This is because the construction industry positively contributes to the nation’s economic growth by providing employment and enhancing social living circumstances. The industry significantly affects the environment throughout a building’s life cycle, from raw material extraction to trash production and eventual demolition [7]; it is largely considered a major consumer of non-renewable resources and is also the primary contributor to environmental pollution [8]. These effects on the environment have necessitated the adoption of green building practices, catalyzing concerns towards environmental sustainability within the built environment. This was further reinforced in Arukala et al.’s work [8], where sustainability principles and practices have become necessary in the construction sector, as they contribute significantly to the environment and society.

However, sustainable construction requires understanding and optimal methods that result in a beneficial influence on the environment, socioeconomics, and culture, thereby demanding new knowledge, skills, and core competencies for construction industry experts to achieve the construction of ecologically sustainable infrastructures that simultaneously yield economic and social benefits [8]. Abrahams [9] opines that construction professionals must have a comprehensive knowledge of sustainable practices that promote sustainable infrastructure development, which ignites the saying that knowledge precedes actions, positing that “what the mind does not know, the hand cannot execute”. Ref. [10] as cited by Kieu, Fernandez, and Shaw [11] opine that knowledge and awareness about sustainability are not enough—sustainability literacy is necessary, and it pertains to “the skills, attitudes, competencies, dispositions, and values that are necessary for surviving and thriving in the declining conditions of the world in ways which mitigate that decline as far as possible.”

Given the research and global discourse, there is a global paradigm shift towards sustainability within the construction industry; however, Malawi’s construction industry lags, as evidenced by the paucity of studies on the subject matter. In the Scopus database, of the eleven (11) studies on construction sustainability in Malawi, only two address sustainable construction practices and sustainable alternative building materials. Other research focuses on other aspects of the built environment, such as groundwater and water quality, water supply, land use change in river catchment areas, sustainable small-scale irrigation, low-cost housing, and woodland decline.

Moreover, despite the growing global emphasis on sustainable development, there remains a notable paucity of research on sustainability literacy within the Malawi construction industry. A search of the Scopus database revealed no single scholarly document addressing sustainability literacy in Malawi’s construction sector. This absence contrasts with countries such as South Africa, Nigeria, Ghana, Iran, Egypt, Ethiopia, Zimbabwe, Uganda, Tanzania, Namibia, Burkina Faso, and Niger, where at least minimal scholarly attention has been given to this subject. This gap echoes the earlier findings by Lam et al. [12] and the recent findings by Malik et al. [13], who observed that many professionals in the Malawi construction and built environment sectors lack a comprehensive understanding of sustainable construction. Further, attempts to identify relevant studies by substituting the term “sustainability” with “environmental” similarly yielded no results for Malawi, underscoring the critical lack of discourse in this domain. Hence, there is a need to assess sustainability literacy levels among the professionals to understand and identify the needed areas to make appropriate changes and recommendations for sustainable construction, thereby contributing to attaining Malawi’s 2063 strategic plans and Sustainable Development Goals. This study seeks to address this research gap by exploring the key attitude indicators (KAIs), driving factors, and challenges influencing sustainability literacy among construction professionals in Malawi. As Ref. [14] noted, inadequate training and education remain key barriers to sustainable practices across many regions. Like other Sub-Saharan African countries, such as Zambia and Ghana, where sustainability literacy is still an emerging concept [15,16], the Republic of Malawi lacks sufficient research to assess professionals’ awareness, knowledge, skills, and competencies related to sustainable construction.

The construction industry is crucial for economic growth in most nations, including the Republic of Malawi. Central to flagship programs and project deliverables of Malawi 2063, the infrastructure development delivered through the construction of buildings and roads is the leading indicator of national economic growth and improved well-being of the people. This is because the construction industry directly influences the socio-economic development of the people in terms of employment, economic activities from supply chain processes, environmental considerations, and industrial innovations. Arukala et al. [8] highlight the economic benefits of infrastructure development with a red flag on the consequences of sustainable development. Construction project implementation adversely affects the environment through waste generation, water impoverishment, and other forms of damage to the environment [17]. Such adverse effects from construction practices cannot continue without curbing them through sustainable approaches in the construction industry [18]. Moreover, Ref. [3] indicated the impact of the unsustainable activities of the construction industry on environmental degradation, accounting for 15% of freshwater resources, 40% of the world’s energy, and 23–40% of the world’s greenhouse gas emissions.

According to the World Bank [19], the Malawi built environment faces natural and chronic hazards such as droughts, landslides, earthquakes, and wildfires. Also, the country faces hydrometeorological and geological hazards, which continue to hurt the environmental landscapes of Malawi. According to the report, these hazards are further exacerbated by the country’s increasing urbanization rate, especially in Malawi’s four cities of Lilongwe, Mzuzu, Blantyre, and Zomba. Consequently, Ndau’s research [20] opined that physical infrastructure systems within Malawi have not promoted environmental sustainability. This is because using burnt bricks as a construction material in Malawi remains a huge challenge to environmental sustainability and sustainable construction practices.

Therefore, to circumvent unsustainable conventional construction practices and material choices, which happen to be the hallmark of the construction industry, construction professionals need to ensure that all construction activities are being carried out sustainably, from the planning phase to the completion phase, while also considering the economic and social factors and the environmental impacts [21]. Sustainable construction minimizes energy and resource utilization, emphasizing the environmental impact and other construction parameters (cost, time, and quality) for a better living world [8]. The construction sustainability agenda solely relies on project teams to produce a built environment that is economically, socially, and environmentally sustainable [2]. To ensure sustainable construction, professionals ought to ensure that all factors relating to the project’s economic, social, and environmental needs and impact have been duly considered.

Moreover, research by Akinshipe and Aigbavboa [22] highlights that most construction-related curricula in South African higher education institutions address sustainable development only superficially, employing limited pedagogical depth. Their study revealed that many construction professionals are unfamiliar with key sustainability concepts such as green buildings, sustainable construction methods, and energy-efficient systems. Similarly, Ref. [23] identified a major barrier to sustainability education in Namibia’s higher education sector: a widespread lack of understanding regarding the importance of sustainability. This finding directly supports the present study’s objectives of exploring construction professionals’ attitudes toward sustainability literacy. In Zimbabwe, the study by Kavukutu, Moyo, and Dhilwayo [24] found that many quantity surveyors lack the competencies to implement sustainability practices in the construction sector.

Additionally, Ref. [25] reported low awareness among Zimbabwean construction professionals concerning the goals and relevance of sustainability education within the industry. These studies from across Southern Africa, including parallels in Malawi, point to the nascent state of sustainability literacy in the region’s construction sector. While there is increasing academic interest in sustainable construction, these insights suggest that the internalization of such practices is not reflected in knowledge retention, skills development, and high literacy rates. Moreover, it implies that many sustainable construction initiatives in the region may be led predominantly by large multinational firms, rather than being locally driven by well-informed professionals.

Therefore, despite contemporary research and devastating environmental issues in the Republic of Malawi, sustainable construction has not been fully materialized within the Malawi construction industry, as most construction professionals in the industry are still grasping with understanding what sustainability entails and how it can be optimized. Construction professionals, being the action players, should have the ability to transfer their knowledge regarding the understanding, principles, and practices of sustainable construction that support sustainable development into their application in project planning and execution [5]. The paradigm shift in construction practices towards sustainability requires construction professionals’ awareness and knowledge of the full spectrum of sustainability, referred to as sustainability literacy. Arukala et al. [8] and Kwofie et al. [15] posit that sustainability literacy is the amalgamation of knowledge, skills, and values an individual needs to effectively engage in and promote sustainability. Refs. [15,16,26] all agree that having knowledge and an understanding of sustainability is important for encouraging sustainable practices and achieving sustainable outcomes.

Therefore, the cardinal aim of this research is to explore the dynamics of sustainability literacy among construction professionals within the Malawi construction industry by providing answers and clarity to the following formulated research questions:

• What are the driving factors for sustainability literacy?
• What are the key attitudinal indicators (KAIs) among construction professionals?
• What are the barriers to sustainability literacy among construction professionals?

The research aims to understand the underlying dynamics regarding sustainability literacy among construction professionals in Malawi to improve sustainability performance optimization and delivery of sustainable built assets and projects. The results could be valuable for developing and evaluating sustainability awareness and relevant skills that can foster the necessary transformation and mindset change for embracing sustainability among construction experts in Malawi. Furthermore, results of similar research by many other scholars have proved the significance and interdependency of sustainability literacy among construction professionals and the delivery of sustainable built infrastructure that is in harmony with the ecosystem [3,8,15,16].

2. Literature Review

2.1. Sustainable Construction

The word sustainability was used for the first time in 1972 by Edward G. in his book Blueprint for Survival. Simply put, sustainability is the possibility of continuing over a long period [27]. The principles of sustainability remain a considerable concern in the construction industry globally, and the Republic of Malawi is no exception [28], considering the number of chemical materials used on sites, such as concrete, steel, etc. [29]. Also, in 1994, the triple-bottom-line concept was introduced to underline that sustainable construction could be fulfilled by attending to social, environmental, and economic performance in construction project outcomes [28]. Despite the recorded socio-economic benefits of infrastructure development, the construction industry’s adoption of traditional methods worldwide has played a role in climate change, resulting in a significant reduction in natural resources and economic volatility [30]. Moreover, the Republic of Malawi has not been spared from the negative effects sprouting from the consequences of climate change, environmental degradation, water pollution, and resource depletion, which have harshly impacted the lives of its people, pushing the economic gains backward and exposing the environment to adverse weather like drought, floods, and non-communicable diseases. Such alarming adverse ecological impacts prompted the global adoption of Agenda 21 for sustainable construction to mitigate the industry’s detrimental environmental impact [31] and meet sustainable development criteria.

Conversely, the construction industry must intensify its efforts in implementing sustainable construction techniques [32]. For instance, past studies revealed that many architects and building contractors did not know what sustainable construction means [33]. In addition, Mashwama et al. [33] also stated that a lack of training and education was the essential barrier to sustainable practices. In Malawi, the construction industry adheres to regulatory procedures rather than proactive initiatives by stakeholders and lacks efforts to incorporate climate change resilience, and stakeholders are inadequately equipped with the necessary skills and motivation to implement various sustainable construction practices [15]. However, the lack of awareness is not the only reason sustainable construction suffers from being adopted, but the “inherently defensive” difficulty for construction workers to adopt or learn new practices appears to be a major problem [34].

According to Yilmaz & Bakis [35], sustainable construction is “the application of sustainable development principles to a building life cycle from planning the construction, constructing, mining raw materials, to production and becoming construction material, usage, destruction of construction, and management of wastes”. According to the authors, sustainable construction seeks to harmonize nature and the built environment, which supports economic equality, promotes sustainable human settlements, and suits humans. Moreover, the authors opined that sustainable construction entails amalgamating strategies of life cycle designs with appropriate methods and humane designs. The strategies and methods of the life cycle design principles are as follows:

• A pre-building phase (land use and a sustainable–flexible building design).
• A building phase (conservation of existing flora and fauna, minimizing site impact, waste management, usage of energy-efficient materials, and protection of construction workers).
• A post-building phase (adaptation of existing structures to new users and programs, reuse building components and materials, recycle building components and materials, and reuse the land and existing infrastructure).

Per the research by Yilmaz & Bakis [35], the strategies and methods for the humane designs are as follows:

• The preservation of natural conditions (respecting topographical contour, not disturbing the water table, and preservation of existing flora and fauna);
• Urban design site planning (avoiding pollution contribution, promotion of mixed-use development, provision for human-powered transportation, and design pedestrian roads);
• Design for human comfort (providing thermal, visual, and acoustic comfort, as well as daylighting; providing a visual connection to the exterior; providing clean, fresh air; not using nontoxic, non-outgassing materials; and catering to a user’s needs).

Furthermore, the Building and Construction Authority in Singapore [36] posits that sustainable construction entails adopting products and materials that require less use of natural resources and energy and increasing the potential to reuse such materials and products for similar purposes. Also, Janipha, Shakir, and Baharuddin’s [37] research explores sustainable construction’s economic, social, and environmental components. The economic components include corporate governance, supply chain management, innovation, network building, quality management, communication, and risk management. The social components include occupational health and safety, law and regulations, education and training, industry development, community development support, and employee responsibility. The environmental components are environmental management, green innovation and products, water conservation and harvesting, material conservation, energy conservation, construction waste management, land use efficiency, management of the biodiversity impact, emission reduction, light pollution, and noise control.

A comprehensive understanding of sustainable construction practices, components, strategies, and methods is essential for construction professionals to effectively implement sustainability principles in the industry [38]. However, this presents a significant challenge, particularly in developing countries like Malawi, where many construction professionals have been trained under outdated 20th-century curricula that do not adequately address modern sustainability concerns. The lack of integration of contemporary sustainable construction knowledge in their education and professional development results in a critical gap in sustainable literacy. Consequently, imposing expectations for sustainable construction outcomes without first assessing and enhancing their understanding of sustainability principles, technologies, and evolving industry dynamics would be ineffective and counterproductive.

Furthermore, a sustainable building is a component of sustainable development, as defined by Kibert [30] as the “capacity to establish and maintain a built environment that is both healthy and mindful of resources,” as quoted by Ref. [31]. Kibert [30] asserted that sustainable construction is founded upon six fundamental principles: conservation, reuse, recycling/renewal, nature preservation, and the manufacturing of non-toxic and superior materials. A portion of barriers to implementing sustainable construction is attributed to the design professionals considering their crucial role in implementing sustainable construction processes [39]. These barriers include the absence of capability, reluctance towards change, and inadequate knowledge and skills transfer [31,39,40,41]. These results correspond with the research conducted by Ohiomah et al. [41], which identifies the lack of skills and training, limited awareness of project management of sustainable construction, insufficient experience, knowledge gaps, and poor communication among the project team as significant obstacles to the deployment of sustainable construction project management in South Africa.

2.2. Sustainability Literacy

Sustainable construction is a rapidly evolving and expanding practice within the construction industry, demanding a high level of sustainability literacy for professionals to effectively understand and implement its principles, practices, and methods. Consequently, an individual is considered literate in a subject or field when the person has basic knowledge of it [42]. According to the research by Montoya [43], literacy is “the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts”. According to the author, the OECD Survey of Adult Skills (PIAAC) defines literacy as “understanding, evaluating, using and engaging with written text to participate in the society, to achieve one’s goals and to develop one’s knowledge and potential”. Literacy level refers to the depth of an individual’s knowledge and expertise on a particular subject. It extends beyond mere awareness, encompassing a comprehensive understanding of the subject matter and its practical applications.

Given these literacy backgrounds, sustainability literacy is the approach to cultivating an understanding of sustainability concerns and fostering the acquisition of relevant skills, information, and critical abilities for implementing and advancing sustainable practices [15]. The concept has also been referred to as “a level of understating and application of sustainable knowledge and strategies that permit professionals, participants, and stakeholders to identify issues and make decisions that have sustainability implications leading to them making appropriate investigations and actions that promote sustainability practices” [15]. Arukala et al. [8] describe sustainability literacy as an individual’s combined value set of knowledge and skills required to practice and deliver sustainability. Such knowledge compels professionals to become deeply committed to adopting sustainable practices in infrastructure development that reduce the environmental impact [44].

In Malawi, like other sub-Saharan countries, no attempt has been made to assess the dynamics of sustainability literacy among construction professionals who are key to infrastructure delivery. To ascertain their level of sustainability literacy, the professionals’ attitudes, drivers, and barriers to sustainability literacy need to be examined. The research considers the key attitude indicators (KAIs) for sustainability literacy in assessing professionals’ attitudes. Since attitude is abstract and hence difficult to measure, it is inferred from the assumed relationship with observable behavioral indicators [45]. Upon identifying the KAIs for sustainability, the research will determine the factors (drivers and barriers) that motivate behavioral change toward sustainability literacy among construction professionals in Malawi.

2.3. Theory of Planned Behavior (TPB)

Promoting sustainable construction through sustainability literacy also stems from understanding the behavioral approach of recipients, who are the construction professionals. According to Refs. [46,47], understanding sustainability involves climate change and community involvement, which act on different scales, given the integration of behavioral attitudes of community members towards sustainability activities and practices. Scholars emphasize the significance of comprehending the factors that impact behaviors, specifically within education settings. The theory of planned behavior is recognized as a model for exploring the underlying reasons and intentions driving the decisions of an individual to perform a particular action. Hence, in understanding the drive towards sustainability literacy, this theory gives a behavioral perspective to the intention to be sustainably literate.

According to Refs. [48,49], this theory suggests that a person’s decision to participate in an action is shaped by their attitude toward the action, subjective norms, and perceived behavioral control, which are further supported by the research of Fabrigar & Kan [50]. Hence, this study aligns with how the theory of planned behavior and its expanded model can be applied to development practices. The research explores the connections between attitudes, subjective beliefs, perceived control over behavior, organizational commitment, intention, and implementing practices, thereby becoming the underlying theory of this research.

Furthermore, the interaction among knowledge, mindsets, and actions plays a role in enhancing sustainability programs and shaping sustainability efforts within academic institutions [51,52,53,54]. There has been research on how sustainability literacy relates to behavior over time [55]. It is crucial to grasp the fundamentals of sustainability, but it is also essential to consider factors like attitudes and societal norms. This is because research has shown that personal aspects, like attitudes and perceived ability to control behavior, play a role in influencing an individual’s willingness to adopt practices [52]. This implies that nurturing attitudes and empowerment in actions could enhance sustainability awareness [56].

Using the TPB model approach for analysis and research purposes, one can examine what motivates built environment experts to embrace sustainability practices. Hence, as shown in Figure 1, the TPB is aligned with the study objectives in influencing the behavior of construction professionals towards becoming sustainability literate, as echoed in the research by Osman et al. [52] and Gungaphul & Heeroo [57].

3. Research Methodology

Given the nature and objectives of this research, a quantitative research method was employed. A quantitative research strategy was considered more suited for this study, as previous research has established its greater objectivity than other research methods [58]. This was further supported by the research of Saunders, as well as Lewis and Thornhill [59], stating that quantitative research aids the collection of quantitative data, which unravels respondents’ experiences, thoughts, and perceptions.

Moreover, this study focused on construction professionals in the Republic of Malawi. The selection of Malawi as the research location was motivated by the country’s developmental phase regarding infrastructure and the scarcity of sustainability practices in the construction industry, as established in preceding sections.

3.1. Population of the Study and Sampling Technique

This study’s targeted demographic comprised construction professionals in the Malawian built environment and construction industry. Given the country’s substantial number of construction professionals, whose insights and experiences were crucial for this study, female and male construction professionals constitute the target population. In optimizing the studied population for this research, this study utilized a purposive sampling technique [60]. Moreover, Mouton [61] defined a sample as items selected to represent the entire population from which they were derived. Also, based on Ref. [62], a purposive sampling technique entails selecting a unique set of respondents based on offering a knowledge advantage and possessing the required expertise to make informed contributions. Hence, this research employed the purposive sampling method, utilizing a sample size of 75 respondents, comprising construction professionals in Malawi. The targeted respondents included construction/project managers, civil/structural engineers, quantity surveyors, architects, and urban and regional planners. The targeted sample of 75 professionals exceeds the minimum threshold of 30 recommended for statistical analysis, as noted by Israel [63]. At a 10% precision level, this sample size is also appropriate for the total population of 867 active building contractors in the Republic of Malawi, according to the 2025 register of the National Construction Industry Council [63,64]. Therefore, the 75 respondents selected for this study provide sufficient data to achieve the research objectives while maintaining efficiency and focus.

3.2. Data Collection Method

Data collection is gathering information or measurements [65]. Also, Burns and Grove [66] contend that data collection is a direct and methodical approach to acquiring information relevant to the study’s aims, objectives, and queries. Ref. [67] characterized primary data as original data gathered for the first time; the primary data for this study was acquired through a structured questionnaire that yielded extensive information and overarching insights into the investigation.

The survey was designed to assess sustainable literacy among construction professionals in Malawi. The extent of key attitude indicators (KAIs), driving factors, and potential impediments hindering the adoption of sustainability literacy among construction professionals in Malawi was determined. All respondents were qualified construction employees, and the questionnaire was composed in English, the official language of Malawi, to facilitate their reading and answering of the questions. All participants were guaranteed anonymity in their comments. The questionnaire comprised four sections: A, B, C, and D.

Section A concentrated on the respondents’ general background information, encompassing their highest qualifications, genders, and professions. Section B concentrated on the key attitude indicators (KAIs) for sustainability literacy among construction professionals in Malawi. Section C examined various driving factors influencing the implementation of sustainable literacy among these professionals. At the same time, Section D identified the barriers and challenges obstructing the adoption of sustainable literacy within the same group in Malawi. Moreover, the data collected were measured on a five (5)-point Likert scale, with 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree, which follows the research of Al Tamimi & Shuib [68].

3.3. Data Analysis

The data collected from the respondents was organized and segmented before the analysis. The acquired data were statistically analyzed using Social Sciences Statistical Software (SPSS) version 25 and Microsoft Excel. Data analysis entails systematically organizing and structuring data to yield information, as Sharp, Peters & Howard [69] articulated. The study utilized two methods of data analysis, the first was the Mean Item Score (MIS), and the second method was Exploratory Factor Analysis.

The relative Mean Item Score (MIS) was calculated by aggregating all weighted responses about the total number of responses for a specific aspect. This was founded on the premise that the respondents’ evaluations across all adopted parameters together function as indices of comparative significance. The MIS index for a certain factor is the sum of the actual scores assigned by all respondents to the total maximum possible scores on the point scale. Each comment is allocated a weight between one and five. According to Sykes, Gani, and Vally [70], the Mean Item Score (MIS) is a measure of central tendency that involves calculating the average value of a set of numbers by summing all the values and dividing the total by the number of items. After statistical computations, the parameters were then arranged in descending order based on their Mean Item Score (MIS) and Standard Deviation (SD). However, when there is a MIS value of the same value, the one with the lowest Standard Deviation is ranked higher, prioritizing items based on central tendency and variability [71].

Furthermore, data were subjected to Exploratory Factor Analysis (EFA) to uncover the underlying components and generate new groupings of key attitudinal indicators, driving factors, and barriers to sustainability literacy within the Malawian construction industry. The analysis was conducted using Statistical Package for the Social Sciences (SPSS), employing principal component analysis (PCA), a widely used statistical technique under the EFA framework. According to Akinradewo et al. [72], PCA is an effective data-reduction method, organizing large datasets into coherent clusters based on the theoretical relationships among variables. This approach is further reinforced by Surucu, Yikilmaz, and Maslakci [73], who define EFA as a multivariate statistical method that facilitates data summarization, enhances interpretability, and reveals latent patterns and inter-variable relationships, capabilities that can be achieved through PCA. Ref. [74] also asserts that EFA is frequently applied as an inferential statistical method when specific assumptions are satisfied. These include the absence of multicollinearity, significant correlations among variables, and the selection of theoretically grounded variables for inclusion.

In line with the recommendations of Ref. [73], the suitability and credibility of the EFA were evaluated using two diagnostic measures: the Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity. A KMO value of 0.6 or above and a statistically significant Bartlett’s test result (p < 0.05) indicated the dataset’s appropriateness for factor analysis. In Tables 4, 6, and 8, the communalities for all retained items were examined and found to exceed the minimum acceptable threshold of 0.40 [75], indicating that each variable shared a sufficient proportion of variance with its respective factor. The pattern matrix was also assessed for cross-loadings, defined as loadings ≥0.30 on two or more factors. After three iterations, no cross-loadings were observed, with each item loading strongly on only one factor. This confirms the clarity of the factor structure and supports the discriminant validity of the constructs [76].

3.4. Internal Consistency and Validity

This study employed Cronbach’s Alpha to assess the internal consistency of the survey instrument, which aligned with established statistical standards. Cronbach’s Alpha is a widely used reliability coefficient that evaluates the degree to which a set of items consistently measures a single latent construct. According to Lavrakas [77], the use of Cronbach’s Alpha is grounded on three key assumptions: (a) All items are intended to measure the same underlying construct. (b) The items are interrelated, and (c) they can be meaningfully aggregated into a composite scale.

As originally introduced by Cronbach [78], the alpha coefficient reflects the extent to which survey items function as a cohesive set. Ref. [79] further emphasizes that internal consistency is primarily evaluated through the value of Cronbach’s Alpha, with a commonly accepted threshold of 0.70 or higher indicating acceptable reliability.

The Cronbach’s Alpha value of 0.978 in

Table 1. Reliability statistics.

Reliability Statistics
Cronbach’s Alpha	N of Items
0.978	45

exceeds the minimum benchmark of 0.70 [80], confirming the collected data’s internal consistency and construct validity. However, while some schools of thought suggest that a high Cronbach’s Alpha value may indicate redundancy, Tavakol and Dennick [81] clarify that redundancy arises when the same question is used repeatedly to test a particular item. This is not the case in the present study, as the indicators employed are distinct, measuring KAIs, driving factors, and barriers. Each set of indicators is unique and directly aligned with achieving the study’s objectives. Furthermore, Taber [82], after reviewing various statistical analyses, notes that alpha values ranging from 0.45 to 0.98 are acceptable, as they indicate high internal consistency in the data, with all items reflecting the same underlying construct, as shown in this study.

Moreover, Tables 4, 6, and 8 demonstrate strong internal consistency of the data, as evidenced by the Kaiser–Meyer–Olkin (KMO) values of 0.920, 0.881, and 0.891, respectively. These values exceed the recommended minimum threshold of 0.6, in line with the guidelines established by Ref. [73] and are accompanied by significant Bartlett’s test results (p < 0.05), confirming the suitability of the data for Exploratory Factor Analysis (EFA), thereby establishing the credibility of the data from Malawi’s construction professionals.

4. Presentation of Data and Findings

4.1. Social Demographics of Respondents

Table 2. The social demographic information of the respondents.

Classification	Frequency	Percentage
Gender
Male	53	70.7
Female	22	29.3
Total	75	100%
Age Group
20–25 Years	10	13.3
26–30 Years	7	9.3
31–35 Years	16	21.3
36–40 Years	9	12.0
41–45 Years	14	18.7
46–50 Years	11	14.7
51–70 Years	8	10.7
Total	75	100%
Professional Occupation
Quantity Surveyors	42	56
Architects	16	21.3
Construction/Project Managers	8	10.7
Civil/Structural Engineer	4	5.3
Urban/Regional Planner	2	2.7
Total	75	100%
Educational Qualification
Bachelor’s degree	32	42.7
Master’s degree	23	30.7
Honors Degree	14	18.7
Diplomatic Degree	5	6.7
PhD Degree	1	1.3
Total	75	100%

shows social demographic information of the respondents.

4.2. Key Attitude Indicators (KAIs) for Sustainability Literacy Among Malawi’s Construction Professionals

Table 3. MIS ranking of KAIs for sustainability literacy.

KAIs	MIS	SD	R
Easy access to old methods	3.73	1.261	1
Professional judgment	3.73	1.121	2
Knowledge shortage	3.59	1.432	3
Lack of training	3.67	1.135	4
Shortage of product information	3.64	1.214	5
High-cost avoidance	3.55	1.155	6
Lack of interest	3.55	1.302	7
Behavior control	3.53	1.144	8
Low government implication	3.49	1.192	9
Government support expectation	3.47	1.119	10
Low private organization implication	3.83	1.186	11
Attitudinal control	3.37	1.149	12
Culture resistance	3.36	1.206	13
Avoidance at all costs	3.23	1.173	14
Fear of embracing the topic	3.21	1.280	15

shows the Mean Item Score (MIS), Standard Deviation (SD), and ranking of the KAIs for sustainability literacy among the construction professionals in the Republic of Malawi.

Table 4. EFA for key attitudinal indicators.

Pattern Matrix a
	Component
	1	2
Lack of training	0.976
Knowledge shortage	0.881
Professional judgment	0.864
Easy access to the old methods	0.810
Shortage of product information	0.799
Government support expectation	0.463
Culture resistance		0.944
Attitudinal control		0.821
Behavior control		0.764
Fear of embracing the topic		0.688
Avoidance at all costs		0.685
Low private organization implication		0.678
High-cost avoidance		0.601
Total variance explained (TVE)	58.753%	8.231%
Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy	0.920
Bartlett’s test of sphericity Approx. chi-square	581.792
Df	78
Sig.	<0.001

Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization. ^a: Rotation converged in 3 iterations.

also shows the Exploratory Factor Analysis (EFA) for the KAIs.

4.3. Driving Factors for Sustainability Literacy Among Malawi’s Construction Professionals

Table 5. MIS driving factors for sustainability literacy.

Sustainability Literacy Driving Factors	MIS	SD	R
Education	4.04	1.172	1
Knowledge dimension	3.99	1.074	2
Economy factors	3.85	1.101	3
Quality of teamwork	3.82	1.097	4
Integration of smart building technology	3.74	1.334	5
Adequate awareness	3.64	1.183	6
Environmental dimension	3.60	1.164	7
Promote circular economy principles	3.56	1.054	8
Availability of product information	3.56	1.155	9
Social dimension	3.53	1.068	10
Promote local products	3.52	1.144	11
Leverage quality of life	3.47	1.107	12
Better community life	3.44	1.142	13
Reduce carbon emissions	3.26	1.202	14
Attention towards the United Nations’ 2030 Agenda	3.18	1.135	15

presents the driving factors contributing to sustainability literacy in Malawi’s construction industry, as shown by their Mean Item Score (MIS), Standard Deviation, and ranking.

Table 6. EFA of the driving factors of sustainability literacy.

Pattern Matrix a
Factors Driving Sustainability Literacy	Component
	1	2
Reduce carbon emissions	0.893
Leverage quality of Life	0.878
Promote local products	0.840
Environmental dimension	0.727
Social dimension	0.643
Promote circular economy principles	0.641
Education		0.913
Knowledge dimension		0.910
Adequate awareness		0.876
Integration of smart building technology		0.863
Total variance explained (TVE)	60.685%	11.239%
Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy	0.881
Bartlett’s test of sphericity Approx. chi-square	516.798
Df	45
Sig.	<0.001

Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization. ^a: Rotation converged in 3 iterations.

also shows the various components of the Exploratory Factor Analysis of the different driving factors for sustainability indicators.

4.4. Barriers Affecting Sustainability Literacy Among Construction Professionals in Malawi

Table 7. Barriers affecting sustainability literacy among construction professionals in Malawi.

Barriers	MIS	SD	R
Lack of enforcement	3.97	1.178	1
Limited knowledge from stakeholders	3.89	1.149	2
Lack of training	3.88	1.290	3
Economy issue	3.85	1.175	4
Lack of regulations and policies	3.84	1.258	5
High cost of sustainability options	3.81	1.221	6
Inadequate awareness	3.81	1.163	7
Lack of promotion by the government	3.79	1.213	8
Lack of collaboration among firms	3.78	1.158	9
Lack of sustainable product information	3.73	1.261	10
Lack of client interest	3.70	1.244	11
Reluctance to shift from traditional methods	3.67	1.248	12
Lack of local product promotion	3.56	1.280	13
Lack of competence in sustainability	3.48	1.237	14
Dispute between quantity surveyors and clients	2.81	1.209	15

reveals the barriers affecting the rise in sustainability literacy among construction professionals in the Malawi construction industry, showing their Mean Item Score (MIS), Standard Deviation, and ranking of the items. In addition,

Table 8. EFA of barriers affecting sustainability literacy.

Pattern Matrix a
Barriers	Component
	1	2
Lack of competence in sustainability	0.986
Reluctance to shift from traditional methods	0.930
Lack of local product promotion	0.873
Lack of training	0.694
Inadequate awareness	0.603
Lack of collaboration among firms	0.562
Lack of regulations and policies		0.957
Lack of promotion by the government		0.954
Limited knowledge from stakeholders		0.805
High cost of sustainability options		0.619
Lack of enforcement		0.590
Lack of the client’s interest		0.539
Total variance explained (TVE)	59.986%	9.041%
Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy	0.891
Bartlett’s test of sphericity Approx. chi-square	574.104
Df	66
Sig.	<0.001

Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization. ^a: Rotation converged in 3 iterations.

shows the Exploratory Factor Analysis for the barriers, presenting the various classifications and categorization of the barriers to increased sustainability literacy in the Malawian construction industry.

5. Discussion of Findings

5.1. Social Demographic Information

According to Table 2, the composition of the professionals indicates that most respondents possess strong technical expertise and practical experience in the built environment, thereby enhancing the reliability of their perspectives on sustainability literacy. Also, the education qualification in Table 2 reflects a high absorptive capacity among the respondents, particularly as a significant portion have obtained postgraduate degrees, further reinforcing their ability to engage meaningfully with sustainability literacy. Moreover, the diverse age range among the respondents suggests a healthy balance of generational insights, blending seasoned professionals’ institutional knowledge and experience with the innovative perspectives and contemporary understanding of younger professionals within the construction industry. Table 2 also affirms the widely recognized reality that the construction industry remains male-dominated, even within the Malawian context, with males comprising 70.7% of the respondents and females representing only 29.3%.

5.2. Key Attitudinal Indicators (KAIs)

According to Table 3, which addresses the first objective of this research paper, the top three KAIs are easy access to old methods with a MIS of 3.73 and an SD of 1.261; professional judgment with a MIS of 3.73 and an SD of 1.121; and knowledge shortage with a MIS of 3.59 and an SD of 1.432. The most effective key attitude indicator is “Easy access to old methods”. The research of Olmstead (2024) [83] confirmed this result and revealed that internal resistance to change can take many forms, such as sticking to the old practices that appear simple for workers. The result also showed that professional judgment is an essential key attitude among construction professionals despite the fact of not having the same experience and same level of qualification. Ref. [84] confirmed this result by revealing that many construction firms are facing the same challenge and instore a leveling up process for employees. Ndau [20] stated that their low attitude is due to lack of exposure, as well as limited knowledge and understanding. The result also showed a “Knowledge shortage” as a key attitude indicator. Kieu et al. [11] confirmed this, and it appears to be a crucial concern for some organizations at such a level that some projects might be avoided due to a knowledge shortage. The result also showed that the lack of training and little product information are key attitude indicators for construction professionals in Malawi; many researchers confirmed this, as Ref. [85] found that the lack of training and little product information considerably affect the attitude of construction professionals to embrace the concept of sustainability.

The attitudinal findings reveal a prevailing apprehension towards embracing new concepts within the Malawian construction industry. Much of this reluctance stems from concerns about job security, diminished professional relevance, and the potential loss of recognition or positional value within organizations. This indicates that the current approach to promoting sustainability in the sector may be flawed, as messaging has often emphasized replacement over integration, inadvertently instilling fear rather than fostering adaptability. The concept of sustainability should be framed not as a threat but as a responsibility-driven transformation that emphasizes upskilling rather than total reskilling. Sustainability is about adapting and enhancing existing practices that align with economic, social, and environmental goals, not discarding the experience and expertise of current professionals.

This suggests that government bodies, professional associations, and policymakers must reconsider communication strategies. Greater focus should be placed on framing sustainability as an opportunity, not a replacement mandate; highlighting the relevance of existing professionals in achieving sustainable goals; promoting upskilling initiatives that build on current capabilities; and demonstrating practical benefits rather than emphasizing change for its own sake. Moreover, construction organizations must revise their business models to integrate sustainability not just in principle, but in practice, anchored on the experience of seasoned professionals, while creating room for innovation. Likewise, educational institutions and government agencies should collaborate to simplify existing construction practices and operational modus operandi, making them more aligned with sustainable principles without alienating current practitioners. Ultimately, achieving Malawi’s national development priorities and the global Sustainable Development Goals (SDGs) depends on inclusive adoption strategies. This means acknowledging and addressing the legitimate fears of stakeholders, ensuring that no one is left behind in the transition toward a sustainable built environment.

The Exploratory Factor Analysis (EFA) results in Table 4 reveal two distinct components of the key attitudinal indicators (KAIs). Component 1 comprises six indicators with the following factor loadings: a lack of training (0.976), a knowledge shortage (0.881), professional judgment (0.864), easy access to old methods (0.810), a shortage of product information (0.799), and government support expectation (0.463). These indicators collectively reflect what can be described as an “Inertia Mindset”, which is a psychological and behavioral disposition characterized by resistance to change, comfort with the status quo, and skepticism toward innovation. This mindset appears to be a significant barrier preventing construction professionals from fully engaging with sustainability concepts and advancing their sustainability literacy. The inertia mindset diminishes the perceived urgency for further training and upskilling, thereby perpetuating knowledge gaps and contributing to information asymmetry, particularly regarding sustainable construction materials and techniques. The reliance on traditional methods and a passive expectation for government-led initiatives underscore a dependency culture likely influenced by Malawi’s prevailing economic conditions. This component illustrates how entrenched attitudes and systemic inertia limit construction professionals’ capacity and willingness to adopt sustainable practices, thereby hindering broader progress toward sustainability in the industry.

The second component of the key attitudinal indicators (KAIs) identified in Table 4 includes the following factors: cultural resistance (0.944), attitudinal control (0.821), behavioral control (0.764), fear of embracing the topic (0.688), avoidance at all costs (0.685), low private sector involvement (0.678), and high-cost avoidance (0.601). This set of indicators reflects a psychosocial inertia dimension of resistance, wherein attitudes toward sustainability are shaped by deeply embedded cultural norms, organizational practices, and perceived fears within the professional environment. The internal culture of construction firms often reinforces a reluctance to adopt sustainability initiatives due to the dominance of traditional approaches. When considered against perceived risks and resource implications, these entrenched norms may appear too significant for organizations to disrupt or invest in. Consequently, such organizational cultures influence employees’ attitudes, behaviors, and loyalty, ultimately shaping how they respond to new processes or sustainable practices. This dynamic is further compounded by cost-related concerns, where a tendency to avoid high initial expenditures creates a barrier to change. Over time, these collective perceptions manifest in psychological resistance and institutional inertia, making adopting sustainability practices appear daunting, impractical, or unnecessary to individuals and organizations.

5.3. Driving Factors for Sustainability Literacy

According to Table 5, the top three factors driving sustainability literacy in the Malawian construction industry are education (MIS = 4.04 and SD = 1.172), the knowledge dimension (MIS = 3.99 and SD = 1.074), and economic factors (MIS = 3.85 and SD = 1.101). These findings align with Sandanayake, Bouras, and Vrcelj’s [86] research, who argue that education is critical in equipping construction professionals for a rapidly evolving world. By investing in the skills and knowledge of practitioners, education not only fosters more sustainable construction practices but also empowers communities, drives economic development, and contributes to environmental preservation for future generations. Moreover, the results indicate that education and knowledge are the most influential drivers of sustainability literacy. To ensure effectiveness, structured learning initiatives such as on-site workshops and targeted training programs must be implemented, especially for local manufacturers and builders, focusing on sustainable design principles and construction techniques. Supporting this, Ref. [87] notes that educational institutions are increasingly integrating sustainability into their curricula, a trend that is expected to enhance sustainability literacy among construction professionals.

Additionally, the findings reveal that economic considerations are a significant motivator. This is corroborated by Ekung et al. [88], who emphasize that sustainable construction reduces resource consumption, particularly water and energy, leading to cost savings, improved productivity, and long-term economic benefits, including lower maintenance and repair costs over a building’s lifecycle. Furthermore, the study also identifies teamwork quality as contributing to sustainability literacy. Radhakrishnan et al. [89] emphasize that the success of any construction project hinges on effective team performance, as their collective expertise fosters project agility, ultimately contributing to overall project success.

The findings presented in Table 5 reveal two critical insights into promoting sustainability literacy within the Malawian construction industry, as confirmed through empirical findings. The first insight highlights the pivotal role of the government in driving sustainability literacy across the sector, establishing government responsibility and intentionality. Most of the factors identified, such as education, the knowledge dimension, economic considerations, adequate awareness, promotion of circular economy principles, support for local products, and improvements in community well-being, reflect the perception that government agencies are responsible for advancing these efforts. Therefore, the Malawian government must take charge by developing and disseminating simplified, accessible materials on various aspects of sustainable construction, especially regarding environmental sustainability, the circular economy, local content utilization, and carbon emission reduction. Additionally, the government should play a central role in creating and revising academic curricula, resource development, public awareness campaigns, and public–private partnerships that support sustainability efforts within the construction industry. Furthermore, the emphasis on economic factors underscores the need for government-led policy reforms and regulatory frameworks that incentivize sustainability. Economic tools such as tax breaks, subsidies, or preferential procurement opportunities for companies adopting green practices could encourage a sector-wide transition toward sustainable materials and construction processes that reduce the environmental impact.

The second insight emphasizes construction professionals’ individual and collective responsibility to champion sustainability within their practices. This is established and inferred from respondents’ highly rated factors such as the knowledge dimension, quality of teamwork, social sustainability, quality of life, better community outcomes, and alignment with the United Nations’ 2030 Sustainable Development Goals (SDGs). This indicates a shared belief that sustainability is not solely a government mandate but requires industry stakeholders’ proactive and values-driven commitment. Thus, construction professionals must take ownership by actively seeking further education, engaging in continuous professional development, and embracing sustainable practices without fear or resistance. As highlighted in Table 3, some professionals express anxiety about change; however, a forward-looking mindset and openness to innovation are essential for achieving long-term industry transformation.

According to Table 6, the Exploratory Factor Analysis (EFA) of the driving factors for sustainability literacy reveals two principal components. Component 1 includes the following variables and their respective factor loadings: reducing carbon emissions (0.893), enhancing quality of life (0.878), promoting local products (0.840), the environmental dimension (0.727), the social dimension (0.643), and promotion of circular economy principles (0.641). These factors collectively reflect the Perceived Benefits of sustainability literacy. They suggest that improving sustainability literacy among construction professionals should be anchored in promoting awareness of the socio-environmental advantages associated with sustainable practices. These advantages include reduced environmental impacts, improved quality of life, increased adoption of circular economy principles, support for local industries, and overall resource efficiency within the construction sector. However, in light of the inertia mindset and psychosocial resistance previously identified in Table 4, these benefits must be communicated in a simplified and relatable manner. This would help dispel fears and misconceptions and prevent existing apprehensions from becoming barriers to adoption. Moreover, presenting sustainability as a phased, adaptable process, rather than an abrupt overhaul, can help foster greater interest, openness, and gradual engagement among professionals, ultimately increasing their sustainability literacy.

The second component identified in the EFA consists of the following key drivers: education (0.913), the knowledge dimension (0.910), adequate awareness (0.876), and integration of smart building technology (0.863). These factors collectively represent an overarching theme of integrated digital capacity building initiatives. This component underscores the critical importance of investing in construction professionals’ technical and cognitive development to advance sustainability literacy. It highlights the need for structured, formal education and training that integrates sustainability principles into the core curricula of construction management, building science, and engineering programs. Embedding sustainability in foundational education ensures that upcoming professionals are not encumbered by the entrenched mindsets and institutional barriers identified in Table 4. Moreover, for existing professionals, the component advocates for designing and implementing Short Learning Programs (SLPs) on sustainability, with durations ranging from 3 to 9 months. Unlike one-off workshops, these SLPs should focus on deep, structured knowledge transfer and the practical application of sustainability principles.

Furthermore, the inclusion of smart building technology in this component suggests a strategic opportunity to leverage Fourth Industrial Revolution (4IR) technologies, such as Artificial Intelligence (AI), the Internet of Things (IoT), Virtual Reality (VR), and Augmented Reality (AR), to facilitate immersive and engaging learning experiences. These technologies can serve as practical tools for knowledge dissemination and simulation-based training, thereby deepening professionals’ understanding and application of sustainability concepts. In addition, digital learning platforms can provide accessible, scalable education across geographical boundaries, making sustainability literacy more inclusive and far-reaching. Succinctly, this component reinforces that capacity building through digital and educational innovation is essential for cultivating a workforce of construction professionals who are informed and equipped to lead the transformation toward a sustainable built environment in the Republic of Malawi.

5.4. Barriers Affecting Sustainability Literacy

Table 7 presents the key barriers hindering the widespread adoption of sustainability literacy within the Malawian construction industry. According to the table, the top three barriers are: a lack of enforcement (MIS = 3.97 and SD = 1.178), limited knowledge among stakeholders (MIS = 3.89 and SD = 1.149), and a lack of training (MIS = 3.88 and SD = 1.102). Among these, the most critical challenge appears to be the absence of regulation and policy enforcement, which aligns with the findings of Okwandu et al. [90]. Their study highlights the lack of clearly defined regulations and enforcement mechanisms as a significant impediment to sustainability adoption, particularly due to the uncertainty around which roles and responsibilities apply to which professionals.

Moreover, the second and third barriers reinforce earlier findings in Table 4 and Table 6, confirming that limited knowledge and a lack of training obstruct meaningful progress. Additionally, cost-related concerns remain a significant challenge, specifically, the high cost of sustainable alternatives. Ref. [91] emphasizes that sustainable materials and methods can cost 10–30% more than traditional options, discouraging uptake, particularly in cost-sensitive countries like Malawi. The analysis also identifies inadequate awareness as a prominent barrier. This finding echoes the conclusions of Agyekum et al. [92], who reported that in Malawi and several other African nations, environmental auditing, a key practice for sustainable construction, is often neglected due to a lack of understanding among practitioners. Another substantial barrier is the lack of promotional effort by the government, which is closely tied to the issue of weak regulatory frameworks. Hence, effective promotion of sustainable practices must be underpinned by government-led policy development and regulatory enforcement.

As a result, the combination of weak policy enforcement and the high cost of sustainable options allows sponsors, developers, and other stakeholders to bypass sustainable choices in favor of cheaper, conventional methods. This risk aversion is further compounded by perceived complexity and insufficient awareness, leading to widespread avoidance of sustainable practices. As Ref. [30] notes, while many professionals are aware of sustainable construction principles, their reluctance to engage often stems from uncertainty and fear of perceived risks. To address these challenges, the government must establish a comprehensive promotion and support system alongside industry stakeholders, educational institutions, and development partners. This system should include widespread dissemination of information on sustainable products, training opportunities, policy enforcement mechanisms, and financial incentives to encourage adoption. Through such coordinated efforts, sustainability literacy can be effectively embedded in the Malawian construction sector.

Table 8 presents the results of the Exploratory Factor Analysis (EFA) for the barriers affecting sustainability literacy, and they grouped into two distinct components. The first component includes the following barriers and their respective factor loadings: a lack of competence in sustainability (0.986), reluctance to shift from traditional methods (0.930), a lack of local product promotion (0.873), a lack of training (0.694), inadequate awareness (0.603), and a lack of collaboration among firms (0.562). These barriers collectively reflect intra- and inter-institutional barriers that hinder the development and dissemination of sustainability literacy among construction professionals. Internally, many construction firms contribute to these challenges by failing to prioritize training, persisting with outdated practices, and neglecting to engage sustainability experts within their organizations, illustrating the intra-institutional barriers. Externally, inter-institutional issues such as limited collaboration between firms and insufficient promotion of local sustainable products highlight the lack of shared platforms for knowledge exchange and joint sustainability efforts across the industry. This dual-layered barrier structure underscores the urgent need for a quintuple helix model in advancing sustainability literacy. This model promotes collaboration among five key spheres, the government, academia, the industry, civil society, and the natural environment, to drive sustainability initiatives collectively. In the context of the Malawian construction industry, implementing such a model can help overcome institutional fragmentation, enhance capacity building, and align industry practices with broader national and global goals, particularly the United Nations’ Sustainable Development Goals (SDGs).

The second component of barriers includes the following factors with their corresponding loadings: a lack of regulations and policies (0.957), a lack of promotion by the government (0.954), limited knowledge from stakeholders (0.805), the high cost of sustainability options (0.619), a lack of enforcement (0.590), and a lack of client interest (0.539). Collectively, these barriers point to a central theme of Poor Sustainability Governance within the policy and regulatory framework of the Malawian construction industry. This governance gap is evident in government bodies’ inadequate promotion and support for sustainability, the absence of comprehensive and accessible policy documents that could engage and educate stakeholders, and the lack of structured incentives to make sustainable options more financially viable, particularly considering their long-term benefits versus short-term costs. Moreover, the lack of enforcement mechanisms further weakens the institutional drive for sustainability, leaving compliance largely optional. This creates an environment where clients can easily disregard sustainability considerations, diminishing stakeholder commitment to sustainable construction practices. Addressing these governance issues is crucial to mainstreaming sustainability, and it requires stronger policy leadership, targeted awareness campaigns, enforceable regulations, and economic instruments to shift industry norms and stakeholder behavior in favor of sustainability.

6. Theoretical and Practical Contributions

The findings on key attitudinal indicators, driving factors, and barriers to sustainability literacy from the Mean Item Score (MIS) and the Exploratory Factor Analysis (EFA) in the Malawi construction industry have shown that there is a need for a clear policy direction to stimulate and enhance the understanding, practical application, and institutionalization of sustainability. Therefore, guided by the theory of planned behavior (TPB) explained in section two, such policy directions should emphasize the perceived “Ease of Adoption,” gradually influencing professionals’ perceptions, beliefs, and the institutional structures that affect the uptake of sustainability practices. In addition, based on Rogers’ [93] innovation diffusion theory, five key attributes influence the adoption of practices, as also highlighted by David et al. [94]. These include compatibility, which refers to the consistency of the new practice with the existing needs, values, and experiences of the intended users; the relative advantage, which speaks to the perceived credibility, importance, and value of the sustainability concept; trialability, which reflects the extent to which the idea can be tested or applied incrementally; simplicity and ease of use, referring to how easily the concept can be adopted and practiced within existing workflows; and observable results, meaning the ability to see tangible benefits shortly after adoption.

Therefore, by grounding policy recommendations in these two theoretical frameworks that center on the “Ease of Adoption,” it becomes clear that promoting sustainability literacy is not merely about passing on information on sustainability as established in the research of Refs. [15,16,39] but about creating an enabling environment that supports and encourages change among professionals who are already operating within the construction industry. Therefore, these recommendations must take a nuanced approach that respects the existing professional context, addresses practical limitations, and encourages gradual yet meaningful integration of sustainability into everyday practice.

a. 

Development of a Green Paper on Sustainability Practices

Construction professionals often respond strongly to policy direction from the government, as it shapes the standards and norms they follow in their daily operations; hence, the development of a Green Paper by the relevant ministry for the construction industry is important. As such, developing a Green Paper specifically focused on sustainability practices within the construction industry would play a crucial role in signaling the importance of sustainability as the sector’s future direction. While the 2018 Malawi National Construction Industry Act made commendable progress by emphasizing sustainable construction materials, there is still a clear gap in providing detailed, practical guidance to help localize and operationalize the broader concept of sustainability. This proposed Green Paper should outline clear, actionable frameworks for promoting green and sustainable buildings, various types and uses of sustainable materials, and strategies for mitigating climate change impacts within the built environment, as well as ensuring environmental sustainability in materials and structures. It should also define the role of sustainability practitioners; provide guidance on efficient resource use, particularly water and energy; and promote building designs that support sustainability goals [95].

Rather than simply restating the importance of sustainability in theory, the Green Paper should serve as a practical reference that gives professionals and companies in the construction industry a concrete understanding of what to implement and how to engage with sustainability meaningfully. Moreover, it would form the basis for a regulatory and compliance framework that institutionalizes sustainability literacy across the sector. Collaboration is essential in crafting this document. For instance, in the case of Malawi, the National Construction Industry Council (NCIC) and the Malawi Building and Civil Engineering Contractors and Allied Trades Association (MABCATA) should work hand in hand with relevant government ministries and departments. Together, they can produce a Green Paper that reflects national priorities and builds the foundation for widespread and sustained sustainability literacy within the Malawian construction industry.

b. 

Mandatory SLP on Sustainable and Green Building Practices

There is a clear need for structured and focused learning interventions to significantly enhance sustainability literacy among construction professionals [96]. One practical approach would be the introduction of a mandatory Short Learning Program (SLP) dedicated to sustainable construction, green building principles, climate-resilient infrastructure, and broader environmental sustainability within the built environment. A well-designed SLP, spanning 3 to 9 months, would provide professionals with the in-depth exposure necessary to understand the subject matter and meaningfully integrate it into their day-to-day operations. The program could be offered during weekends, allowing for flexible learning that accommodates the busy schedules of industry practitioners.

While public institutions in Malawi may probably lack dedicated curricula tailored to sustainability in construction, this gap can be bridged through partnerships with global digital learning platforms that already offer world-class training. Such online resources allow professionals to learn at their own pace and from the comfort of their homes, removing accessibility barriers and encouraging continuous professional development. Making this SLP a compulsory requirement would help institutionalize sustainability knowledge across the sector, ensuring that current and future practitioners are equipped to align with global best practices and support Malawi’s sustainability goals.

c. 

Professional Bodies Awarding CPD Points on Sustainability Literacy

Professional development and career advancement are key priorities within the construction industry, and professional bodies play a critical role in shaping and supporting this progression. To embed sustainability more deeply into the professional landscape, high-value continuing professional development (CPD) points should be awarded to construction professionals who enroll in and complete sustainability-focused training programs. These CPD-linked workshops and courses would incentivize professionals to pursue such learning and gradually normalize sustainability literacy as a core competency across the industry.

For instance, key professional associations in Malawi must integrate these CPD opportunities into their operational frameworks to ensure widespread adoption. These include the Malawi National Construction Industry Council (NCIC), the Malawi Institute of Architects (MIA), the Surveyors Institute of Malawi (SIM), the Malawi Engineering Institution (MEI), the Association of Consulting Engineers of Malawi (ACEM), and the Malawi Chapter of the Project Management Institute (PMI). These bodies should not only endorse sustainability training but also lead by example by organizing and facilitating CPD-certified workshops, especially those focused on training trainers. By doing so, they can build internal capacity, create a multiplier effect, and ensure that sustainability knowledge is cascaded effectively across the sector. Embedding CPD incentives tied to sustainability will help institutionalize it within the professional culture of the construction industry and ensure its long-term adoption.

d. 

Economic Incentives

Incentives and positive reinforcement are proven mechanisms for shaping behaviors and fostering lasting change, particularly in areas requiring a shift in mindset or practice. To promote sustainability literacy within the Malawian construction industry, relevant institutions and government agencies should introduce targeted economic incentives that reward organizations for their commitment to sustainability education and implementation. These incentives could include tax breaks, grants, or dedicated funding support for companies that invest in sustainability training for their staff and apply sustainable practices throughout the project lifecycle, from conceptualization to completion.

Furthermore, the government can introduce preferential regulatory treatment or fast-track approvals for firms that embed sustainability key performance indicators (KPIs) into their corporate social responsibility (CSR) frameworks. This would encourage companies to align with national sustainability goals and take proactive steps in building internal capacity through literacy initiatives. Such policy measures would serve as both motivation and reward, creating a culture where sustainability is not just an environmental obligation but also a strategic business advantage. Through these economic incentives, the construction industry in Malawi can be nudged towards mainstreaming sustainability literacy as an integral part of its operational and developmental ethos.

e. 

Establishment of Sustainability Learning Hubs

In addition to formal education pathways, informal and experiential learning environments are increasingly recognized as powerful tools for enhancing knowledge and shifting perceptions. Establishing Sustainability Learning Hubs, championed by public and private institutions, offers a strategic and engaging platform to promote sustainability literacy among construction professionals. These hubs would serve as interactive spaces where the practical benefits of sustainability are discussed and visibly demonstrated through real-world applications and case studies.

Such an environment would provide a relaxed, hands-on atmosphere for professionals to explore sustainability concepts, ask questions, confront personal and professional fears, and understand their evolving role within a more sustainable construction industry [97]. These hubs would go beyond theoretical instruction to facilitate open dialog, peer learning, and reflection, key components of transformative learning [98]. By showcasing tangible benefits such as cost savings, environmental resilience, and enhanced project quality, these hubs can effectively counter negative perceptions and resistance, as highlighted in this study. Ultimately, Sustainability Learning Hubs would empower professionals to advocate for sustainability within their organizations, creating ripple effects throughout the construction sector and accelerating the adoption of environmentally responsible practices across Malawi.

f. 

Leveraging 4IR Technologies for the Practicalization of Sustainability

The research findings underscore that the Perceived Benefits of sustainability play a critical role in driving its adoption and enhancing literacy levels among construction professionals. In this context, Fourth Industrial Revolution (4IR) technologies offer powerful tools for teaching sustainability concepts and vividly demonstrating their real-world impact and value. These digital technologies can serve as enablers of practical, engaging, and data-driven sustainability learning, making abstract ideas more tangible and adoption more likely. For example, Artificial Intelligence (AI) can be used to perform predictive analyses that illustrate the potential for improved resource efficiency, forecast reductions in carbon emissions, and model the long-term benefits of adopting circular economy principles. AI can also simulate the lifecycle performance of sustainable versus unsustainable buildings, offering compelling evidence to decision-makers. Virtual and Augmented Reality (VR/AR) technologies create immersive learning environments that allow professionals to interact with sustainable design principles and experience simulated outcomes, thus deepening our understanding in a way that traditional methods cannot match.

Digital twin technology further enhances this learning by simulating sustainable building design interventions, allowing stakeholders to assess performance and make informed choices before physical construction begins. Additionally, 3D printing or additive manufacturing supports the creation of environmentally friendly materials, helping to reduce construction waste and emissions while reinforcing circular economy practices. Blockchain technology can track carbon footprints across supply chains, validate sustainability credentials, and even offer transparent incentive structures for companies that champion sustainable practices while serving as a platform for education and awareness. Therefore, these technologies transform sustainability from a theoretical ideal into a practical, measurable, and visible experience. By integrating 4IR tools into training and policy frameworks, the construction industry in Malawi can significantly accelerate both sustainability adoption and literacy, preparing professionals for the demands of a modern, environmentally conscious built environment.

7. Conclusions

Sustainability is the cornerstone of future activities within the global construction industry and the built environment. As such, a high level of sustainability literacy among construction professionals is essential for leading and implementing effective sustainability initiatives, practices, and processes. This study examined the sustainability literacy of construction professionals in Malawi, focusing on key attitudinal indicators (KAIs) that influence literacy levels; the driving forces behind sustainability engagement; and the barriers that hinder their literacy level.

Using Mean Item Score (MIS) analysis and Exploratory Factor Analysis (EFA), this research identified two primary components of KAIs: inertia mindset indicators and psychosocial inertia indicators. These findings suggest that many professionals are comfortable with the status quo of the construction process and methods, thereby viewing change with skepticism. However, EFA also revealed two driving factors for enhancing sustainability literacy: Perceived Benefits and Integrated Digital Capacity-Building Initiatives. This suggests that while resistance to change exists, professionals may be more open to adopting sustainability practices if the benefits are communicated and supported through digital learning. Furthermore, the study identified significant internal and external institutional barriers and Poor Sustainability Governance, which collectively hinder the development of sustainability literacy. This points to a clear leadership vacuum that must be addressed through intentional and strategic efforts to mobilize professionals and create a culture of sustainability in the sector.

Therefore, in conclusion, to increase sustainability literacy in Malawi’s construction industry or any other country, transformational leadership is crucial and becomes urgent. Such leadership must challenge entrenched mindsets, leverage digital technologies for education and training, and actively engage state actors and institutions in driving sustainability initiatives in the industry. However, this raises a critical question: who should lead sustainability initiatives in Malawi’s construction sector? Based on the findings of this research and the environment of the Malawi construction industry, the National Construction Industry Council (NCIC) is best positioned to assume this leadership role and act decisively, using the insights from this research to guide policies and programs aimed at improving sustainability literacy levels.

Moreover, this study highlights an area for further research: the institutionalization of sustainability within the Malawi construction industry. Exploring how institutional frameworks, processes, and leadership can support sustainability from the perspective of industry leaders and policymakers could yield valuable insights for long-term development.

In addition, a key limitation of this study lies in its sample size. Due to the use of purposive sampling, the findings may have influenced the generalizability of the findings, which might have varied through a larger or more diverse sample being included, especially given the high percentage of quantity surveyors and male domination. Nevertheless, this research offers valuable, empirically grounded insights into the current state of sustainability literacy within the Malawi construction industry.