Key Competencies of Built Environment Professionals for Achieving Net-Zero Carbon Emissions in the Ghanaian Construction Industry

Abstract

The deficiency in competencies among built environment professionals (BEPs) in achieving sustainability goals presents a significant challenge, contributing substantially to the escalation of carbon emissions globally, with pronounced implications in Ghana. Addressing this issue is critical to bridging the existing knowledge gap concerning the role of key professional competencies in mitigating carbon emissions. This study, therefore, seeks to examine and synthesize the essential competencies required by BEPs to support the attainment of net-zero carbon emissions within the Ghanaian construction industry (GCI). A quantitative research approach was employed, utilizing a structured questionnaire survey to examine the opinions of 125 professionals, including architects, engineers, and construction managers. The questions were developed based on a review of the related literature. The data collected was analyzed using one-sample t-tests, multiple linear regression, and ANOVA to assess the significance and impact of the identified competencies on sustainability outcomes. The key competencies identified included “value engineering”, “stakeholder engagement for low-carbon development”, “circular impact assessment”, and “reverse logistics for sustainable material use”. This research also revealed the key competencies’ contributions to attaining environmental sustainability in the Ghanaian construction industry. Some key outcomes are “proper planning and provision of detailed net-zero carbon building specifications for contractors” and “promotion and implementation of net-zero carbon buildings”. It was identified that actions towards net-zero carbon emissions are the leading contributor to environmental sustainability, whereas the essential competencies have a greater impact on sustainable resource use. The findings highlight gaps in the current practices and underscore the need for improved professional training and development to meet sustainability goals. This study concludes that while professionals in the GCI are aware of sustainability objectives, significant improvements are needed in the application of sustainable practices.

1. Introduction

In the past decade, environmental products and services have drawn much public attention. Growing awareness of the harm done to the environment is encouraging consumers to purchase products or engage in activities labelled “green,” “eco-friendly,” or “environmentally friendly”, where the welfare of society and the environment are considered in addition to the consumers’ satisfaction [1,2].

Industries whose operations directly contribute to pollution have traditionally been viewed as the primary drivers of environmental concerns. However, with growing awareness of the environmental impact of daily human activities, there is an increasing recognition that responsibility for mitigating resource consumption, carbon emissions, and environmental pollution lies with everyone, including businesses. This shared obligation extends to the construction sector, which plays a significant role in addressing these challenges [3].

The World Commission on Environment and Development [4] (p. 12) states that “Many present development trends leave increasing numbers of people poor and vulnerable, while at the same time degrading the environment”, where the construction sector is culpable. According to the United Nations Environment Programme [5], the built environment sector, responsible for delivering constructed assets, is among the largest contributors to climate change. It accounts for over a third (37%) of global energy-related carbon emissions, significantly driving climate change impacts [5]. The traditional approach to waste management in the construction industry, involving the generating, collecting, and disposing of waste in landfills or through incineration, is directly accountable for this global change. To address climate change challenges, it is necessary to shift from assets that contribute to climate change to assets that promote a net-zero economy while protecting vulnerable assets from the impacts of climate change [6,7]. As a result, several organizations, governments, and regions have incorporated the Net-Zero Carbon Buildings (NZCB) approach into their policies and climate goals. For instance, the World Green Building Council, through its “Advancing Net Zero” initiative, aims for all buildings to operate at net-zero carbon between 2030 and 2050 [8]. In Ghana, the drive towards achieving net-zero carbon (NZC) goals in the building sector is still at a formative stage [9]. Several policy measures and initiatives lay the groundwork for its realization. Notably, Ghana has committed to a 15% reduction in greenhouse gas emissions by 2030 under its updated Nationally Determined Contributions (NDCs) as part of the Paris Agreement, which encompasses the building sector as a critical area for action [9,10]. This framework prioritizes renewable energy, low-carbon hydrogen, electric vehicles, and clean cook stoves to reduce emissions from transportation and industry. Furthermore, government programs, such as the National Rooftop Solar Programme, initiated in 2016, aim to boost renewable energy adoption in residential sectors, indirectly supporting NZC objectives [11]. Despite these efforts, the implementation of NZC principles, especially in sectors like construction, remains limited due to barriers such as low awareness among construction professionals, financial constraints, and lack of specific regulatory frameworks tailored to NZC buildings [9,10]. Recent studies emphasize the urgent need for improved competencies among built environment professionals to support the transition towards NZC practices [9], indicating a growing recognition of the regulatory and skills gap that must be addressed for widespread adoption. Therefore, while Ghana’s broader climate commitments and renewable energy initiatives offer a supportive backdrop, the establishment of a detailed, sector-specific roadmap for NZC buildings remains a crucial next step [9,10].

Cabral and Dhar [12] postulated that people must possess green competencies, including green knowledge, green awareness, green skills, green abilities, green attitudes, and green behavior, to promote environmental sustainability. BEPs, especially, play a crucial role in environmental sustainability, and their competencies are indispensable. They utilize the skills and knowledge acquired to deliver sustainable results of the built product and infrastructure throughout the design and execution stages of the built asset. Given their role in the execution of construction projects, their knowledge, skills, and competencies are significant for mitigating environmental pollution caused by the construction industry, taking into account the social and economic aspects of sustainable development [13].

The competencies of BEPs are critical to driving this transition. These professionals are responsible for making design, material selection, and construction decisions that directly impact a building’s carbon footprint over its lifecycle [14]. However, recent studies reveal a gap in the skills, knowledge, and motivation required to implement sustainable practices effectively [15,16]. In particular, the lack of formal education and training on sustainability and deconstruction principles limits the ability of professionals in Ghana to integrate low-carbon strategies into their projects [16]. Moreover, assessing competencies is essential to identifying the existing gaps and developing targeted capacity-building initiatives [15]. Without a clear understanding of the skills required for sustainable design, construction, and management, efforts to achieve net-zero carbon targets may be wasted [14]. As Agyekum et al. [15] emphasized, designers’ expertise in material durability, construction processes, and coordination is fundamental to reducing waste and promoting circular economy principles. Therefore, systematic evaluation of professionals’ competencies will provide the empirical foundation needed to inform policy, curriculum development, and professional training, ensuring that the Ghanaian construction industry aligns with global sustainability goals.

Numerous studies have explored sustainable construction from the perspectives of architects, quantity surveyors, and other stakeholders, focusing on their roles in advancing the understanding of sustainable practices. Research has also examined the pricing of sustainable materials and the motivation behind architects designing sustainable projects [13]. However, there is limited discussion on the competencies of BEPs and their impact on achieving sustainable construction, despite their competencies being pivotal for its success [13]. This research endeavors to review these crucial competencies to fill this knowledge gap in an attempt to inform the industry and practice in achieving net-zero carbon emissions in the construction industry. The objectives established to guide this study are (1) to identify the essential competencies required by BEPs in achieving net-zero carbon in construction and (2) to determine the significance of the essential competencies on the various elements of environmental sustainability.

Assessing key competencies’ contributions to environmental sustainability in the construction industry is essential for understanding how professional skills directly influence sustainable outcomes. Identifying these competencies provides critical insights into their role in reducing carbon emissions, conserving resources, and minimizing environmental degradation. This assessment will also highlight the existing skill gaps among built environment professionals, guiding capacity-building initiatives, professional training, and curriculum development to better equip practitioners for delivering sustainable projects.

Determining the significance of essential competencies on various elements of environmental sustainability further enables a targeted approach to addressing specific sustainability challenges. It clarifies which competencies have the greatest impact on aspects such as energy efficiency, waste reduction, and resource conservation. This understanding informs strategic decision-making across project phases and fosters the adoption of innovative practices

2. Literature Review

2.1. Conceptual Review

The concept of environmental sustainability boils down to the cutback of greenhouse gases in the atmosphere [17]. Greenhouse gases (GHGs) are atmospheric gases that trap heat and contribute to the greenhouse effect, a natural process that keeps Earth warm enough to support life [18]. Carbon dioxide (CO₂), one greenhouse gas, is a crucial element of the carbon cycle and plays a vital role in controlling the planet’s temperature [19]. The strong capacity of CO₂ to retain energy leads to a climatic system that sustains life [20]. However, the rise in human activities has increased GHGs [21]. These GHGs trap excessive heat within the atmosphere, causing global warming and climate change [18]. Currently, climate change is the paramount concern of the twenty-first century. It is one of the greatest threats facing humanity, thus, immediate measures must be taken to decrease the emission of these gases [22].

The term “net-zero carbon” gained fame after The Intergovernmental Panel on Climate Change [23] emphasized the urgent need to achieve net-zero emissions by around 2050 to limit global warming to 1.5 degrees Celsius. Net-zero carbon, in this context, refers to the goal of ensuring that the overall greenhouse gas emissions produced during the entire life cycle of a project amount to zero or a negative value [24]. This is the final state where all carbon emissions are offset. The pathway toward achieving this goal is termed net-zero carbon reduction. This is an ongoing process to reduce carbon emissions by adopting renewable energy, improving energy efficiency, and changing consumption patterns [25]. Net-zero carbon therefore ensures that climatic conditions are brought down to acceptable levels [21]. This goal can be achieved, as the proficiency and competencies of individuals play a pivotal role in the successful attainment of any goal.

Wong [26] defined competencies as a person’s traits that result in or are responsible for optimal or superior performance. Other authors have also presented competency as the readiness to apply or utilize a group of interrelated knowledge, skills, and abilities to accomplish critical or key work functions or tasks in a prescribed workplace environment [27]. Key elements that make up an individual’s competency are knowledge, skills, attitudes, and motives. Present-day models connect competencies to the standards of performance through behavioral measures [27].

2.2. Theoretical Frameworks

The study of competencies in low-carbon construction is deeply rooted in theoretical frameworks that address the multifaceted challenges of environmental sustainability, behavioral change, and organizational capabilities. The two primary frameworks discussed are competency-based theory (CBT) and sustainability theory (ST).

The use of competency-based theory in construction for low-carbon buildings is well-suitable given the current transformation of the construction business towards sustainability [28]. In line with Azemikhah’s [29] competency-based theory, competency-based practice is defined as a systematic plan of practice when the needs of the practitioner involve the application of certain competencies to accomplish the intended objectives. CBT postulates that competencies are the essential inner attributes of the performer, which, when used, make the performer perform better in that context. This theory also focuses on staff development and the constant acquisition of new competencies that correspond to the new demands of the sphere. Furthermore, it addresses the aspect of innovativeness as much as it pertains to sustainability [28]. In essence, the theory underscores the importance of a proactive approach to competency development, where professionals are encouraged to anticipate future challenges and prepare accordingly.

Sustainability theory is the other key theory that informs competencies in realizing low-carbon construction, as outlined in [30]. The World Commission on Environment and Development [4] states that this particular perspective emphasizes the long-term view that development must satisfy the requirements of the current generation without jeopardizing the satisfaction of the next generation’s needs. Rockström et al. [31] highlighted that exceeding Earth’s environmental boundaries endangers the health and livelihoods of future generations. The sustainability theory, according to Basiago [32], is quite a general theory that gives structure at every level and aspect of construction and contains more general considerations, such as social and economic feasibility, as well as environmental conservation. In the construction industry, these practices refer to selected strategies aiming at managing and achieving sustainable development through the interaction of the social and physical environment and the economy. A major component of ST is interdependency, where many aspects within the built environment are dependent on other aspects [33]. Sustainability theory also supports global sustainability initiatives, like the United Nations SDG, for which global action is needed soon to address climate change.

2.3. Competencies Required of BEPs in Achieving Net-Zero Carbon

There are various existing practices in Ghana aimed at achieving net-zero carbon emissions. These practices are performed by the various construction teams in the built environment, as well as those who have an impact on achieving net-zero carbon in the construction industry. According to Ustaoglu et al. [34], a highly efficient approach involves the construction of energy-efficient buildings by construction designers, such as architects, engineers, surveyors, project managers, estate officers, and draftsmen, resulting in reduced carbon emissions and decreased energy costs. In addition, policymakers and statutory organizations ensure that the laws and regulations that are enacted to warrant net-zero carbon emission are achievable. Additionally, the government organizes training sessions and programs to promote the adoption of net-zero carbon-building practices and the use of related items [35]. According to Bohari et al. [36], contractors and their team members, including skilled and unskilled workers, partake and advise clients in the selection of construction materials that emit little or no carbon into the environment. Construction procurement teams influence emissions reduction in various ways, including selecting suppliers with low carbon emissions and promoting sustainable practices throughout the supply chain. All these practices have led to a significant change in the emission of carbon and, hence, must be promoted. Thus, to navigate towards the construction industry’s net-zero carbon goal, it is necessary to understand several competencies and practices that are inherent and need to be applied to the construction sector. These include a broad spectrum of skills and knowledge areas essential for professionals in the built environment to contribute to net-zero carbon construction effectively. According to the World Business Council for Sustainable Development [37], value engineering and lean design and engineering are significant competencies. Stakeholder interest management and connecting reverse logistics with users are also required competencies [38]. Antwi-Afari et al. [39] stated that designing for multiple-use cycles and circular impact assessment are key competencies required. Additionally, Polder et al. [40] indicated that waste-efficient procurement is one of the key outstanding competencies for realizing net-zero carbon construction. The British Standard Institution [41] identified some required competencies, such as the change in communication, addressing generational differences and understanding team dynamism. Wiek et al. [42], based on their findings, stipulated anticipatory competency as a key competency, while Oluleye et al. [43,44] specified the key competencies as being normative competency and waste management. Amstrong [45] affirmed the need to factor culture into sustainability and its practices. Implementation of circular economy is a relative concept, which is also referred to as circular scope definition and management by authors such as Hossain et al. [46], to enhance net-zero carbon construction. Thus, Bocken et al. [47] identified circular business models as one of the competencies that need to be integrated to ensure a shift towards net-zero carbon. Supply chain collaborative integration is another competency that needs to be attained for carrying out net-zero carbon construction [48]. Hopkins [49] also categorized system thinking as one of the core competencies of delivering net-zero carbon construction challenges. The need to construct low-energy buildings was described as one of the competencies of attaining net-zero carbon construction [50]. Munaro et al. [51] stressed that the development of the specification for components and materials contributes to the implementation of net-zero carbon construction. To get net-zero carbon construction right, BEPs need to embrace and possess the various competencies outlined in

Table 1. Key competencies for achieving net-zero carbon emissions.

	Competencies	Literature Source(s)
1	Value engineering	[37]
2	Lean design and construction
3	Stakeholder engagement for low-carbon development	[38]
4	Reverse logistics for sustainable material use
5	Designing for multiple-use cycles	[39]
6	Circular impact assessment, e.g., LCA
7	Sustainable procurement for waste reduction	[40]
8	Effective communication for sustainable change management	[41]
9	Workforce engagement for sustainable knowledge transfer
10	Leadership in high-performance sustainable teams
11	Foresight and risk management for climate-resilient design	[42]
12	Ethical and regulatory compliance in net-zero construction	[43,44]
13	Waste management
14	Cultural competency for global sustainability practices	[45]
15	Circular scope definition and management	[46]
16	Circular business model integration	[47]
17	Supply chain collaborative integration	[48]
18	System thinking	[49]
19	Designing for near-zero energy buildings	[50]
20	Specification writing for components and materials	[51]

.

These competencies are important in enhancing and improving environmental sustainability, mainly in the construction sector in developing countries, of which Ghana is a part. According to the World Economic Forum [52], the main elements of environmental sustainability in the construction industry are reducing carbon emissions, improving energy efficiency, promoting sustainable resource use, improving waste management, and adopting circular economy principles. Thus, the application of the required competencies directly impacts various aspects of the construction process, from initial planning and design to execution and lifecycle management, and produces various results, which end up contributing to the elements of environmental sustainability and not just carbon-emission reduction. As Yang et al. [53] noted, these competencies lead to specifications-related planning, which enables contractors to understand the nature of the project and, in the process, help to acquire sustainable materials, reduce wastage, and apply energy efficiency. The various competencies also help by providing technical services, producing construction documents, ensuring safety during the development of a net-zero carbon building, satisfying the client’s goals in executing a net-zero carbon building, and ensuring effective project logistics, site investigations, and environmental issues analysis [54]. Likewise, Sahid et al. [55] identified the key subject matter of BEPs in terms of promoting and implementing a net-zero carbon policy. According to Latief et al. [56], the right competencies aid in proper cost and time management, as well as making good decisions. Liu et al. [57] emphasized that recruiting technical experts with specialized knowledge and enhancing the reputation and image of the company towards achieving net-zero is a key contribution of the various competencies. In the view of Huang et al. [58], the application of skills and competencies helps in the development of net-zero carbon building to promote sustainability. The various competencies also promote the integration of green and net-zero carbon design elements and strategies into the net-zero carbon design building process [59]. These outcomes are expected to have a significant positive impact on the environmental footprint of the construction industry in Ghana.

While some competencies, such as stakeholder engagement, may traditionally align with management roles, and others, like circular impact assessment, align with design professionals, achieving NZC outcomes demands an integrated, cross-disciplinary approach. In NZC projects, architects, engineers, quantity surveyors, and site managers must all contribute collaboratively towards shared sustainability goals. Therefore, a foundational level of competency in each area is necessary for all BEPs, even if the degree of application varies by role. This ensures that every actor within the project lifecycle can make informed decisions that collectively support NZC targets.

The ultimate aim of the initiative for advancing competency development of BEPs is to enhance environmental sustainability in the construction industry by reducing carbon emissions, improving energy efficiency, improving waste management, promoting sustainable resource use, and adopting circular economy principles. These are the five aspects or elements of environmental sustainability, and they are expected to have a significant positive impact on the environmental footprint of the construction industry in Ghana.

3. Methodology

3.1. Research Method and Approach

To achieve comprehensive evaluations aligned with the research objectives, a quantitative research methodology was employed, utilizing a survey approach. This approach facilitated the collection of data from a large sample of BEPs, ensuring the results were representative of the broader population [14,60]. Data collection was conducted exclusively through a structured questionnaire, which enabled the systematic gathering of numerical data for rigorous statistical analyses. A deductive research approach underpinned this study, involving the development of a theory based on prior research, experiences, and specific observations. This approach progressed through literature review, data collection, and the evaluation of the data gathered to confirm or refute the literature, as outlined by [61].

3.2. Survey Design and Distribution

Following a review of the pertinent literature, a questionnaire was prepared to gather data from BEPs in the GCI. Before the commencement of data collection, the questionnaire was pre-tested to ensure its suitability and to identify any ambiguous questions that could lead to misinterpretation. Initially, the questionnaire was reviewed by an academic supervisor in the built environment, followed by a review from seven experienced built environment professionals within the field. Insights gained from this pilot study were used to address potential issues and refine the questions, ensuring clarity and appropriateness in their wording. The feedback obtained during the pre-testing phase informed the development of the final version of the questionnaire, which was subsequently utilized for data collection in this study.

To implement the survey strategy, questionnaires were distributed via email and WhatsApp to the identified sample, with in-person distribution and collection employed for respondents who were more easily accessible. The targeted group included project managers, structural and civil engineers, architects, quantity surveyors, construction managers, and health and safety officers. Due to the absence of a sampling frame for this expert group in Ghana, it was not possible to determine the total population size or statistically calculate an adequate sample size. Purposive sampling was therefore used to identify professionals with substantial expertise in the subject matter and active involvement in the sustainability efforts of the construction industry, as used in similar studies in the same jurisdiction. The data collection process spanned four weeks, during which the respondents were given sufficient time to complete and return their questionnaires. Follow-up reminders were sent to encourage a high response rate and address any queries or concerns from the participants. As a result, a total of 125 responses were successfully gathered.

The questionnaire used in this survey consisted of closed-ended questions. Each variable in the questions was identified during the literature review. It was divided into three sections. Section (A) captured the demographics of the respondents. Section (B) captured information about the first objective, which is the essential competencies for achieving net-zero carbon in construction, ranked on a five-point Likert scale, where 1 = Not Important, 2 = Slightly Important, 3 = Moderately Important, 4 = Very Important, 5 = Extremely Important. The third (C) section encapsulated information about the key competencies’ contributions to environmental sustainability elements in construction on a five-point Likert scale, where 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree.

3.3. Data Analyses

The data gathered were reviewed and cleansed using Microsoft Excel (Version 365, Microsoft Corporation, Redmond, WA, USA) to ensure accuracy and comprehensiveness. The data were analyzed using the IBM Statistical Package for the Social Sciences (SPSS) (version 27, IBM Corporation, Armonk, NY, USA). An analysis of the demographic data was carried out using frequencies and percentages. One-way ANOVA, multiple linear regression analysis, and one-sample t-test were the three inferential statistics utilized to identify the variables. Multiple linear regression analysis was performed to assess how various competencies contribute to environmental sustainability in the construction industry, ANOVA was used to evaluate the overall significance of the regression models in predicting different aspects of environmental sustainability, and the one-sample t-test indicated whether the mean differences of the competencies were statistically significant, taking into account the mean score that was used to rank the various practices with a hypothesized mean of 3.5 (moderately important); the highest extreme (5) indicates the highest significance level, and the lowest extreme (1) indicates otherwise. Where two or more criteria had the same mean, the one with the lowest standard deviation was assigned the highest significance ranking [62]. The one-sample t-test was conducted at a confidence level of 95% and a p-value of 0.05, where p-values ≤ 0.05 were defined as statistically significant, and p-values > 0.05 were defined as statistically insignificant. Tables and figures were used to portray the data in a way that made them simpler to study and understand.

4. Results and Discussion

4.1. Demographic Data of Respondents

The following section presents the sociodemographic characteristics of the respondents who participated in this study, as presented in Figure 1, Figure 2 and Figure 3. Regarding their roles within the construction industry, 24 respondents (19.2%) were architects, 30 (24.0%) were engineers, 29 (23.2%) were construction managers (CM), 18 (14.4%) were quantity surveyors (QS), 23 (18.4%) were project managers (PM), and 1 respondent (0.8%) identified as a site manager (SM) (see Figure 1).

In terms of professional experience (see Figure 2), 16 respondents (12.8%) reported 0–5 years of experience, 45 (36.0%) had 6–10 years of experience, 43 (34.4%) had 11–15 years of experience, 13 (10.4%) had 16–20 years of experience, and 8 respondents (6.4%) had more than 20 years of experience. Regarding educational qualifications (see Figure 3), the majority of respondents (62 individuals, 49.6%) held a master’s degree, followed by 34 respondents (27.2%) with a bachelor’s degree. A smaller portion of the sample had attained a doctorate (9 respondents, 7.2%), 18 respondents (14.4%) were S.H.S graduates, and 2 respondents (1.6%) reported holding a Higher National Diploma (HND).

4.2. The Essential Competencies Required by BEPs in Achieving Net-Zero Carbon in Construction

Table 2. One Sample t-test of the essential competencies required by BEPs.

Competencies Required of BEPs in Achieving Net-Zero Carbon Emission	Test Value = 3.5
	Mean	Standard Deviation	Rank	p-Value	Statistical Significance
Value engineering	4.50	0.747	1st	0.000	Yes
Stakeholder engagement for low-carbon development	4.38	0.657	2nd	0.000	Yes
Circular impact assessment, e.g., LCA	4.33	0.821	3rd	0.000	Yes
Reverse logistics for sustainable material use	4.29	0.760	4th	0.000	Yes
Cultural competency for global sustainability practices	4.26	0.720	5th	0.000	Yes
Sustainable procurement for waste reduction	4.26	0.764	6th	0.000	Yes
Circular scope definition and management	4.26	0.772	7th	0.000	Yes
Effective communication for sustainable change management	4.26	0.844	8th	0.000	Yes
Supply chain collaborative integration	4.25	0.680	9th	0.000	Yes
Designing for multiple-use cycles	4.24	0.865	10th	0.000	Yes
Ethical and regulatory compliance in net-zero construction	4.22	0.694	11th	0.000	Yes
Leadership in high-performance sustainable teams	4.22	0.848	12th	0.000	Yes
Workforce engagement for sustainable knowledge transfer	4.17	0.632	13th	0.000	Yes
Lean design and construction	4.16	0.723	14th	0.000	Yes
System thinking	4.14	0.780	15th	0.000	Yes
Foresight and risk management for climate-resilient design	4.12	0.691	16th	0.000	Yes
Circular business model integration	4.12	0.779	17th	0.000	Yes
Designing for near-zero energy buildings	4.09	0.813	18th	0.000	Yes
Waste management	4.06	0.840	19th	0.000	Yes
Specification writing for components and materials	3.77	1.179	20th	0.012	Yes

presents the results of a one-sample t-test assessing the essential competencies required by built environment professionals (BEPs) for achieving net-zero carbon emissions in the GCI. The test value was set at 3.5, representing a moderately to very important threshold on the Likert scale, with competencies scoring above this benchmark deemed critical. All the competencies tested returned p-values less than 0.05, indicating statistical significance at a 95% confidence level.

The analysis reveals value engineering as the highest-ranked competency, with a mean score of 4.50 and a standard deviation of 0.747. This highlights its crucial role in optimizing resource use and cost-efficiency while minimizing carbon emissions in construction processes. Stakeholder engagement for low-carbon development ranks second (mean = 4.38), emphasizing the importance of collaboration among project stakeholders in fostering sustainable decision-making. Circular impact assessment, such as life cycle assessment (LCA), also scored highly (mean = 4.33), reinforcing the significance of evaluating environmental impacts across a building’s lifecycle to support sustainable construction practices.

Additionally, reverse logistics for sustainable material use (mean = 4.29) is positioned as a vital competency, indicating the need for effective systems to manage the reuse and recycling of materials, a critical aspect of achieving circular economy objectives in construction. Other competencies, like cultural competency for global sustainability practices, sustainable procurement for waste reduction, and supply chain collaborative integration, all show strong relevance, with mean scores above 4.20. These findings suggest that BEPs must possess both technical skills and collaborative capabilities to advance sustainability in the sector.

Notably, specification writing for components and materials ranks lowest among the competencies (mean = 3.77), though it still demonstrates statistical significance. This indicates room for improvement in this area, as detailed and accurate specification writing is essential for ensuring the procurement and use of sustainable low-carbon materials.

The results underscore that BEPs in Ghana recognize the multidimensional competencies needed to drive net-zero carbon goals, spanning technical, managerial, and collaborative domains. The high ratings for competencies related to stakeholder engagement, circularity, and value engineering suggest a growing awareness of integrated, systems-thinking approaches. However, the relatively lower ranking of specification writing hints at a possible skills gap that requires targeted professional development.

4.2.1. Discussion of Key Competencies

For brevity, the top five competencies are discussed in detail in this section.

Value Engineering

Value engineering (VE) emerged as the most effective competency in this study, aligning with the assertion of the World Business Council for Sustainable Development [37] that VE is a critical skill for built environment professionals (BEPs) in achieving environmental sustainability. VE is increasingly recognized by stakeholders in construction for its capacity to simultaneously reduce costs and enhance performance, particularly in sustainable and low-carbon construction contexts. It promotes design and material choices that minimize resource waste, reduce rework, and optimize lifecycle cost—outcomes that are crucial for advancing NZC goals.

In sustainable construction, VE plays a critical role in identifying where higher initial costs are justified by long-term savings, reduced environmental impact, or enhanced functionality. For example, while a low-carbon material may be more expensive upfront, VE can demonstrate its cost-effectiveness when considering reduced maintenance, energy efficiency, and regulatory compliance benefits over time. In this way, VE enables BEPs to navigate the economic trade-offs inherent in NZC projects, ensuring that sustainability is pursued not at any cost but with financial and functional accountability [63]. The statistical prominence of VE in the findings reinforces its practical significance, particularly in resource-constrained environments like Ghana, where economic efficiency must be balanced with environmental objectives. Projects that incorporate VE principles can lead to fewer design changes during construction, better alignment with NZC performance benchmarks, and enhanced stakeholder satisfaction through cost savings and functional improvements [64].

Given its strategic importance, targeted training on VE, especially, in cost–benefit analysis, sustainable specification, and lifecycle assessment should be embedded into professional development programs and tertiary curricula. Institutions such as the Ghana Institution of Engineers and the Ghana Institute of Architects could partner with sustainability experts to deliver competency-specific workshops and certifications contextualized to local project delivery conditions and regulatory frameworks.

Stakeholder Engagement for Low-Carbon Development

Stakeholder engagement for low-carbon development ranked second among the key competencies, underscoring its central role in aligning diverse project interests to achieve sustainability goals. This result supports prior findings by Ding et al. [38], which emphasize that harmonizing the expectations of clients, contractors, consultants, and communities is essential to delivering successful and sustainable construction outcomes. In the context of NZC projects, where trade-offs between cost, performance, and environmental impact are common, effective stakeholder engagement becomes even more critical. Its high statistical ranking reflects the practical reality that low-carbon initiatives require multi-stakeholder collaboration, early involvement in decision-making, and shared accountability [65].

Practically, poor engagement often results in resistance to sustainable practices, misaligned project objectives, and missed opportunities for innovation. For instance, building users may resist energy-saving measures if their needs are not considered early on, or contractors may overlook low-carbon methods if they are not adequately informed. In Ghana, fragmented communication among stakeholders and weak participatory planning processes remains persistent barriers [60]. These challenges can be mitigated by developing competencies in conflict resolution, participatory design facilitation, and stakeholder mapping which are skills not traditionally emphasized in BEP training.

Circular Impact Assessment

Circular impact assessment is ranked third in significance, reinforcing its growing relevance in supporting sustainable construction decision-making. This finding aligns with the assertion by Antwi-Afari et al. [39] that circular assessment tools enable construction managers and other BEPs to evaluate the implications of material choices and construction activities on carbon emissions throughout a building’s lifecycle. LCA, as a core component of circular impact assessment, is widely adopted to measure, reduce, and optimize the environmental footprint of construction materials, design solutions, and operational strategies. It not only informs technical decisions but also strengthens the credibility of sustainability claims, enhances compliance with green building certifications, and supports eco-labeling efforts [66,67].

The high ranking of this competency illustrates a wider global transition from a linear to a circular economy in the construction sector, i.e., one that emphasizes waste minimization, closed-loop resource use, and environmental responsibility. For Ghana’s construction industry, this shift is both necessary and challenging. At present, there is limited availability of localized LCA databases, insufficient regulatory mandates for environmental reporting, and a general lack of familiarity among BEPs with circular economy principles [68,69]. As a result, the potential of circular impact assessment remains underutilized despite its clear benefits in reducing embodied carbon and improving resource efficiency.

To address this, developing a circular assessment competency among BEPs in Ghana will require targeted training in LCA tools, integration of circular design thinking into university curricula, and the development of national benchmarks for embodied carbon in building materials. Moreover, partnerships between academia, government agencies, and industry could support pilot projects that demonstrate circular building practices in action. These initiatives would not only build local expertise but also generate data and evidence to inform future policy and market incentives [69].

Reverse Logistics for Sustainable Material Use

Reverse logistics was ranked fourth, highlighting its increasing importance in the pursuit of NZC outcomes. As affirmed by Ding et al. [38], reverse logistics plays a pivotal role in the recycling and reuse of materials, thereby minimizing construction waste and carbon emissions. The responses from the study participants strongly support this perspective, demonstrating that many BEPs recognize the strategic value of this competency. Reverse logistics, broadly defined as the backward flow of products, materials, or components from the point of consumption to the point of origin for recovery or proper disposal, has evolved into a critical aspect of sustainable construction practices.

Its inclusion in the top competencies indicates a growing awareness among BEPs that reclaiming building components at the end of a structure’s lifecycle, whether through deconstruction, material reuse, or recycling, can substantially reduce embodied carbon and contribute to circularity. However, practical challenges persist, especially in the Ghanaian context. These include poor material labeling and documentation, lack of infrastructure for material recovery, insufficient regulation on demolition waste handling, and skepticism regarding the quality of reused materials [70]. As noted by Sivasankaran [71], failure to incorporate reverse logistics into project planning can lead to increased waste, environmental degradation, and higher lifecycle costs.

To effectively embed this competency into professional practice, BEPs must be equipped with knowledge of deconstruction principles, waste auditing techniques, and material recovery planning [14,15]. Moreover, construction education and training programs should introduce modules on circular material flows, supported by real-world case studies [14]. At the policy level, developing standards for assessing the quality and safety of reused building materials, as well as creating incentives for contractors who implement reuse strategies, could accelerate industry adoption. Demonstration projects led by public agencies or donor-funded programs could serve as living laboratories for reverse logistics, helping to overcome market and behavioral barriers.

Cultural Competency for Global Sustainability Practices

Cultural competency for global sustainability practices was ranked fifth, reflecting its growing recognition as a foundational skill for achieving contextually appropriate and inclusive sustainability outcomes. As Armstrong [45] argued, cultural competence enables construction professionals, especially managers, to navigate and appreciate the diverse cultural norms, values, and practices that influence sustainability decision-making. This result is significant in the context of Ghana, where traditional practices, community expectations, and local knowledge systems play a critical role in shaping the design, construction, and use of buildings.

A culturally competent BEP is not only aware of these local dynamics but can also integrate them with contemporary sustainability frameworks to produce solutions that are technically sound, socially acceptable, and ethically grounded. As Haq et al. [72] highlighted, this ability helps avoid the imposition of sustainability strategies derived solely from Western models that may be misaligned with the needs, beliefs, or practices of local communities. Ignoring cultural factors in sustainability planning risks resistance, non-compliance, and, in some cases, the reinforcement of existing inequalities, particularly in informal settlements or rural construction contexts.

This competency helps BEPs engage more effectively with communities, tailor communication strategies, and co-create interventions that are more likely to gain local support. It is particularly relevant in public or community-based projects, where success depends on stakeholder buy-in and long-term use of the built environment.

4.3. The Aspects of Environmental Sustainability and the Significance of Competencies on Each Aspect

Five aspects of environmental sustainability were identified during the review of the literature, and the respondents were asked to rate their level of agreement on a Likert scale. Their responses were analyzed using the one-sample t-test tool, and the results are shown in

Table 3. One-sample t-test on the elements of environmental sustainability.

Elements/Aspects of Environmental Sustainability	Test Value = 3.5
	Mean	Standard Deviation	Rank	p-value	Statistical Significance
Reduced Carbon Emissions	4.53	0.768	1st	0.000	Yes
Improved Waste Management	4.41	0.853	2nd	0.000	Yes
Increased Adoption of Circular Economy Principles	4.34	0.683	3rd	0.000	Yes
Enhanced Energy Efficiency	4.22	0.758	4th	0.000	Yes
Sustainable Resource Use	4.22	0.739	5th	0.000	Yes

. This table shows that all five elements had mean values greater than 3.5 and p-values less than 0.05, supporting the role of these aspects in creating environmental sustainability when combined.

From Table 3, the rankings were as follows: reduced carbon emissions (MS = 4.53, SD = 0.768, p-value = 0.000), improved waste management (MS = 4.41, SD = 0.853, p-value = 0.000), increased adoption of circular economy principles (MS = 4.34, SD = 0.683, p-value = 0.000), enhanced energy efficiency (MS = 4.22, SD = 0.758, p-value = 0.000), and sustainable resource use (MS = 4.22, SD = 0.739, p-value = 0.000).

As stated by Gogg et al. [17], the most impactful way to reach environmental sustainability is the cutback of greenhouse gases in the atmosphere. The results from the analysis were based on the views of the respondents, who ranked reduced carbon emissions first, thereby proving the point of the assertion. The level of agreement was the highest on the fact that reduced carbon emissions is the greatest element that promotes environmental sustainability. According to the World Economic Forum [52], reducing carbon emissions, improving energy efficiency, promoting sustainable resource use, improving waste management, and adopting circular economy principles are all significant in achieving environmental sustainability.

The multiple linear regression model shown in

Table 4. Multiple regression model summary.

Model	R	R-Squared	Adjusted R-Squared	Std. Error of the Estimate	Rank
1	0.569	0.324	0.209	0.683	2nd
2	0.530	0.281	0.159	0.695	5th
3	0.550	0.303	0.185	0.770	3rd
4	0.604	0.365	0.257	0.637	1st
5	0.540	0.292	0.171	0.622	4th

presents key statistics, such as R, R-Squared, Adjusted R-Squared, and the Standard Error of the Estimate for evaluating the regression model’s fit: R shows the strength of the relationship between independent variables (competencies) and dependent variables (sustainability), R-Squared (coefficient of determination) indicates how much variance in sustainability is explained by the competencies, Adjusted R-Squared accounts for the number of predictors, offering a refined comparison across models, and Standard Error of the Estimate measures prediction accuracy, with lower values indicating better fit. This analysis helps assess how well the model fits the data by comparing R-Squared and Adjusted R-Squared across different models. An ANOVA test was run on the multiple regression analysis to evaluate the overall significance of the models in predicting different aspects of environmental sustainability. All the variables had p-values less than 0.05 and are therefore statistically significant.

According to the views of the respondents, it is established that Model 4 provides the best fit among the models tested, offering valuable insights into the key drivers of sustainability in the Ghanaian construction industry. This, however, concludes that the outcomes of the competencies identified have a greater impact on sustainable resource use toward attaining sustainability. Model 2, on the other hand, indicates a weaker fit as compared to the other models, concluding that enhanced energy efficiency is the least impacted by the competencies in achieving sustainability.

Table 5. ANOVA of the multiple regression.

Model	Dependent Variable	Description	Sum of Squares	df	Mean Square	F	p-Value	Rank
1	Reduced Carbon Emissions	Regression	23.689	18	1.316	2.820	0.000	2nd
		Residual	49.463	106	0.467
		Total	73.152	124
2	Enhanced Energy Efficiency	Regression	20.023	18	1.112	2.305	0.004	5th
		Residual	51.145	106	0.483
		Total	71.168	124
3	Improved Waste Management	Regression	27.325	18	1.518	2.560	0.002	3rd
		Residual	62.867	106	0.593
		Total	90.192	124
4	Sustainable Resource Use	Regression	24.719	18	1.373	3.385	0.000	1st
		Residual	43.009	106	0.406
		Total	67.728	124
5	Increased Adoption of Circular Economy Principles	Regression	16.884	18	0.938	2.425	0.003	4th
		Residual	41.004	106	0.387
		Total	57.888	124

presents the results of the ANOVA of the multiple regression. Model 4 (sustainable resource use) ranked first (Adjusted R-Squared [A.R²] = 0.257, p-value = 0.000), Model 1 (reduced carbon emissions) ranked second (A.R² = 0.209, p-value = 0.000), Model 3 (improved waste management) ranked third (A.R² = 0.185, p-value = 0.002), Model 5 (increased adoption of circular economy principles) ranked fourth (A.R² = 0.171, p-value = 0.003), and Model 2 (enhanced energy efficiency) ranked fifth (A.R² = 0.159, p-value = 0.004).

The findings of this study reveal that the essential competencies have a major effect on sustainable resource use. As BEPs build on and practice their individual competencies, sustainable resource use is promoted, contributing largely to environmental sustainability. Although reduced carbon emissions is the leading aspect to ensuring environmental sustainability, it is the second most impacted, based on the results. The competencies identified in this study also have positive effects on waste management and the adoption of circular economy principles. Enhanced energy efficiency is the least impacted by the competencies in achieving sustainability.

5. Conclusions

This study revealed that although the BEPs in Ghana are knowledgeable about sustainability goals, especially as they relate to carbon neutrality, they are still at a very nascent stage in terms of how they operate toward zero-carbon status to achieve net-zero. The first objective helped to identify a list of competencies that BEPs need to play a significant role in the construction industry in achieving net-zero carbon emissions targets. These competencies range from technical competencies to managerial competencies and environmental competencies and are crucial in attaining sustainable construction results. The second objective investigated the extent of the identified competencies in the contribution towards environmental sustainability main elements in the construction industry in Ghana. The five main elements of environmental sustainability were also acknowledged in this study, being reduced carbon emissions, improved waste management, increased adoption of circular economy principles, enhanced energy efficiency, and sustainable resource use. All these elements come together to achieve sustainability in Ghana’s construction industry, with reduced carbon emissions being the most significant.

According to this study, the identified competencies required for achieving net-zero carbon were all important and statistically significant. The five highest ranked competencies are value engineering, stakeholder engagement for low-carbon development, circular impact assessment, reverse logistics for sustainable material use, and cultural competency for global sustainability practices. There was a realization that the various outcomes of the competencies had greater influence on sustainable resource use toward sustainability. It was also concluded that reduced carbon emissions is the most significant element of sustainability.

This research significantly contributes to academic knowledge in sustainable construction and competencies for achieving net-zero carbon emissions. It identifies and categorizes essential competencies needed by the Ghanaian construction sector, addressing a crucial gap in sustainability practices, especially in developing nations. By emphasizing the Ghanaian context, this study enhances our understanding of how sustainability objectives can be adopted in similar environments. It also connects theoretical frameworks with practical applications, demonstrating how these competencies can promote net-zero carbon goals in the industry. Ultimately, this research lays the groundwork for future studies on sustainable construction and competency mapping in Ghana and beyond, paving the way for improved construction practices.

Based on the findings of this study, practical recommendations are proposed to enhance the development of competencies. Key strategies include targeted professional development, policy enforcement, collaboration, and incentivization. This includes promoting competency-based training in value management and circular economy, partnering with universities to integrate sustainability into construction education, and ensuring compliance with sustainability laws through regulatory mechanisms. Encouraging industry-wide collaboration, creating associations for green construction, and offering subsidies and tax exemptions for sustainable practices can further support the transition. Additionally, integrating sustainability into project management and ensuring continuous training for project managers are critical to achieving these goals.

This study provides valuable insights into the competencies needed for net-zero carbon emissions in Ghana’s construction industry, but it has limitations. These include a small sample size of 125 responses, limited geographic coverage, and reliance on self-reported data. A larger, more geographically diverse sample and longer study period could improve the accuracy and generalizability of the findings.

This study highlights several directions for future research on sustainability competencies in the construction industry. Future research could expand to other regions, track how sustainability competencies develop over time, and explore new practices, like renewable energy and recycling. Including interviews and case studies would provide deeper insights, and more studies should focus on applying these competencies in real projects. Research on the role of government policies in supporting net-zero carbon practices is also recommended.