Evaluation of Graduate Profile Outcomes Using the Lens of Education for Sustainability

Higher education institutions worldwide are under growing pressure to develop graduate profiles that prepare students for sustainability challenges alongside industry needs. This study assesses the Graduate Profile Outcomes (GPOs) of the Graduate Diploma in Construction Management and Quantity Surveying at Ara Institute of Canterbury, New Zealand, through Education for Sustainability (EfS), which promotes holistic, ethical, and adaptive learning. A qualitative content analysis mapped GPOs to EfS principles, revealing gaps: while technical knowledge and ethical teamwork are strong, areas like cross-cultural communication, interdisciplinary collaboration, and systems thinking lack emphasis, limiting preparation for socio-environmental issues. These gaps offer chances for improvement. Recommendations include embedding inquiry-based learning for lifelong sustainability views, creating industry-educator groups for inclusive projects, and using tools like BIM/AI to practice sustainability choices. This work hopes to add to discussions on engaged learning with a transferable framework linking outcomes to sustainability knowledge. It stresses higher education’s role in building professionals for complex challenges, in line with UN Sustainable Development Goals (SDGs) 4 (Quality Education) and 11 (Sustainable Cities) and calls for rethinking teaching to create employable stewards of fair futures.