Construction is an investment intensive industry which has been notoriouslyknown to be cost and time ineffective. Further, the construction industry isknown to be the world’s largest resource utilizer and the largest polluter.Hence sustainability in construction is necessary.Since Higher Education Institutes (HEIs) are one of the most importantstakeholders in construction, this research aims to determine the sustainabilityaspects taught in Swedish construction programmes. On comparing the aimsand outcomes of all construction courses to the United Nations SustainableDevelopment Goals (SDGs), this research found that Swedish constructioneducation programmes lack political and social sustainability in theirconstruction curricula. Further, this research investigates the challenges toimparting sustainability education due to present research andpedagogical/teaching methods. Data to investigate the results was collectedthrough interviews with programme directors from various SwedishUniversities.The findings of this research show a connection between practical application,research and traditional education. Further, the factors affecting research andpedagogy are also inter-related and convoluted. A large cause and effectnetwork arising due to the interplay of the factors is addressed in thediscussions section. This thesis finds that sustainable development inconstruction requires development of sustainability evaluation methods as wellas combined efforts from various stakeholders and professions.