Exploring Education for Sustainable Development (ESD) in Real Estate Curricula: Experiences From Botswana

Sustainability competencies are increasingly essential for real estate professionals, yet Education for Sustainable Development (ESD) remains underrepresented in real estate curricula, particularly in emerging economies. This study examines how sustainability knowledge and skills are integrated in real estate programs in Botswana. Employing a qualitative design, data were collected through an archival review of seven accredited programs across three universities and semi-structured interviews with nine academics involved in teaching and curriculum development. Results indicate that sustainability is minimally embedded, with only two programs containing dedicated modules (2.6%–16.6% of total coursework) and assessments predominantly relying on written examinations, limiting opportunities for applied and reflective learning. Drawing on the Conceive-Design-Implement-Operate (CDIO) framework, constructive alignment, and cumulative learning principles, a theoretical model is proposed to embed sustainability across program levels systematically. This framework supports the development of graduates’ cognitive understanding and practical competencies for sustainable real estate practice. While focused on Botswana, the findings offer transferable insights for curriculum reform in other emerging and developed contexts, aligning real estate education with national and global sustainability imperatives.