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The development of new climate change policies has increased the motivation to reduce energy use in buildings, as reflected by a stringent regulatory landscape. The construction industry is expected to adopt new methods and strategies to address such requirements, focusing primarily on reducing energy demand, improving process efficiency and reducing carbon emissions. However, the realisation of these emerging requirements has been constrained by the highly fragmented nature of the industry, which is often portrayed as involving a culture of adversarial relationships and risk avoidance, which is exacerbated by a linear workflow. Recurring problems include low process efficiency, delays and construction waste. Building information modelling (BIM) provides a unique opportunity to enhance building energy efficiency (EE) and to open new pathways towards a more digitalised industry and society. BIM has the potential to reduce (a) waste and carbon emissions, (b) the endemic performance gap, (c) in-use energy and (d) the total lifecycle impact. BIM also targets to improve the whole supply chain related to the design, construction as well as the management and use of the facility. However, the construction workforce is required to upgrade their skills and competencies to satisfy new requirements for delivering BIM for EE. Currently, there is a real gap between the industry expectations for employees and current training and educational programmes. There is also a set of new requirements and expectations that the construction industry needs to identify and address in order to deliver more informed BIM for EE practices. This paper provides an in-depth analysis and gap identification pertaining to the skills and competencies involved in BIM training for EE. Consultations and interviews have been used as a method to collect requirements, and a portfolio of use cases have been created and analysed to better understand existing BIM practices and to determine current limitations and gaps in BIM training. The results show that BIM can contribute to the digitalisation of the construction industry in Europe with adapted BIM training and educational programmes to deliver more informed and adapted energy strategies.

The development of new climate change policies has increased the motivation to reduce energy use in buildings, as reflected by a stringent regulatory landscape. The construction industry is expected to adopt new methods and strategies to address such requirements, focusing primarily on reducing energy demand, improving process efficiency and reducing carbon emissions. However, the realisation of these emerging requirements has been constrained by the highly fragmented nature of the industry, which is often portrayed as involving a culture of adversarial relationships and risk avoidance, which is exacerbated by a linear workflow. Recurring problems include low process efficiency, delays and construction waste. Building information modelling (BIM) provides a unique opportunity to enhance building energy efficiency (EE) and to open new pathways towards a more digitalised industry and society. BIM has the potential to reduce (a) waste and carbon emissions, (b) the endemic performance gap, (c) in-use energy and (d) the total lifecycle impact. BIM also targets to improve the whole supply chain related to the design, construction as well as the management and use of the facility. However, the construction workforce is required to upgrade their skills and competencies to satisfy new requirements for delivering BIM for EE. Currently, there is a real gap between the industry expectations for employees and current training and educational programmes. There is also a set of new requirements and expectations that the construction industry needs to identify and address in order to deliver more informed BIM for EE practices. This paper provides an in-depth analysis and gap identification pertaining to the skills and competencies involved in BIM training for EE. Consultations and interviews have been used as a method to collect requirements, and a portfolio of use cases have been created and analysed to better understand existing BIM practices and to determine current limitations and gaps in BIM training. The results show that BIM can contribute to the digitalisation of the construction industry in Europe with adapted BIM training and educational programmes to deliver more informed and adapted energy strategies.

Building performance improvement through low-energy renovation traditionally involves building performance diagnostics of the existing building, technology evaluation, selection and implementation. Effective building performance diagnostics, post-retrofit assessment and user engagement are essential to deliver performance as well as achieving socio-economic and environmental benefits at every stage of the renovation project life cycle. User’s views are often ignored when renovating a building, causing sub-optimal energy performance, user comfort and wellbeing. This paper seeks to critically evaluate the low-energy renovation process and the role of user and stakeholder engagement in the strategic implementation of low-energy retrofit technologies for performance improvement of higher education buildings. The research focuses on renovation methodology, innovative materials/systems and end-user engagement throughout the renovation project phases (pre-renovation, the renovation process and post renovation). A mixed research method was adopted, which includes building performance modelling, monitoring and user evaluation questionnaires pre and post-renovation. The research is part of European Union (EU)-funded project, targeting 50% reduction in energy consumption using innovative materials and technologies in existing public buildings. The surveys allow comparative analysis of comfort levels and user satisfaction as an indicator of the efficacy of renovation measures. A new renovation process and user engagement framework was developed. The findings suggest that there is a direct relationship between retrofit intervention, improving energy performance of low-carbon buildings and the comfort of occupants. The technologies and strategies also appear to have different impacts on user satisfaction.

Building performance improvement through low-energy renovation traditionally involves building performance diagnostics of the existing building, technology evaluation, selection and implementation. Effective building performance diagnostics, post-retrofit assessment and user engagement are essential to deliver performance as well as achieving socio-economic and environmental benefits at every stage of the renovation project life cycle. User’s views are often ignored when renovating a building, causing sub-optimal energy performance, user comfort and wellbeing. This paper seeks to critically evaluate the low-energy renovation process and the role of user and stakeholder engagement in the strategic implementation of low-energy retrofit technologies for performance improvement of higher education buildings. The research focuses on renovation methodology, innovative materials/systems and end-user engagement throughout the renovation project phases (pre-renovation, the renovation process and post renovation). A mixed research method was adopted, which includes building performance modelling, monitoring and user evaluation questionnaires pre and post-renovation. The research is part of European Union (EU)-funded project, targeting 50% reduction in energy consumption using innovative materials and technologies in existing public buildings. The surveys allow comparative analysis of comfort levels and user satisfaction as an indicator of the efficacy of renovation measures. A new renovation process and user engagement framework was developed. The findings suggest that there is a direct relationship between retrofit intervention, improving energy performance of low-carbon buildings and the comfort of occupants. The technologies and strategies also appear to have different impacts on user satisfaction.

Indonesia is an interesting case study for researchers, educators and students of sustainable development and sustainable energy due to its ability to connect the multiple “worlds” it has become part of. Indonesia is an important bridge to Muslim countries, the voice of the Global South in the G20 and a main pillar of the 134-country-strong G77. Indonesia’s development trajectory is also key to the achievement of the Paris Climate Agreement as well as of the 2030 Agenda. This article proposes that one way to understand Indonesia’s complex energy transition is by knowing how to teach it as a case study. By teaching how Indonesia addresses contradictions that would have been unsurmountable for other countries, new insights and values can be gained. Indonesia’s energy transition offers helpful lessons, because of its aspiration to become a developed country by 2045. However, as the methodology of this paper suggests, these lessons can be more valuable when they are achieved through the stages of reflection, interaction and action. By knowing how to teach Indonesia’s energy transition, the value of knowledge can be multiplied. This article begins by showing how Indonesia addresses barriers and caveats by focusing on silver linings and comes up with pragmatic solutions to energy-related issues. This is followed by the “teaching guide,” which provides recommendations as to how the lessons from Indonesia can be embedded into a learning experience. The “learning activation approach” is introduced, which encourages students to systematically reflect on the complexity of selected contexts and understand this complexity by looking at the technical issues and processes that allow decision making.

Indonesia is an interesting case study for researchers, educators and students of sustainable development and sustainable energy due to its ability to connect the multiple “worlds” it has become part of. Indonesia is an important bridge to Muslim countries, the voice of the Global South in the G20 and a main pillar of the 134-country-strong G77. Indonesia’s development trajectory is also key to the achievement of the Paris Climate Agreement as well as of the 2030 Agenda. This article proposes that one way to understand Indonesia’s complex energy transition is by knowing how to teach it as a case study. By teaching how Indonesia addresses contradictions that would have been unsurmountable for other countries, new insights and values can be gained. Indonesia’s energy transition offers helpful lessons, because of its aspiration to become a developed country by 2045. However, as the methodology of this paper suggests, these lessons can be more valuable when they are achieved through the stages of reflection, interaction and action. By knowing how to teach Indonesia’s energy transition, the value of knowledge can be multiplied. This article begins by showing how Indonesia addresses barriers and caveats by focusing on silver linings and comes up with pragmatic solutions to energy-related issues. This is followed by the “teaching guide,” which provides recommendations as to how the lessons from Indonesia can be embedded into a learning experience. The “learning activation approach” is introduced, which encourages students to systematically reflect on the complexity of selected contexts and understand this complexity by looking at the technical issues and processes that allow decision making.