Sustainability Education: Preparing Future Leaders for a Sustainable Economy
Sustainability education has become a crucial component of management studies as businesses and society increasingly recognize the need for sustainable practices in corporate strategy and operations (Bendell et al., 2017). The shift toward sustainable business models necessitates equipping future managers with the competencies to address environmental, social, and governance (ESG) challenges, fostering long-term value creation beyond financial performance (Colombo, 2024). Consequently, sustainability education in management studies has evolved beyond traditional corporate social responsibility (CSR) courses, incorporating interdisciplinary approaches integrating systems thinking, ethical decision-making, and stakeholder engagement (Igras et al., 2021; Starik & Kanashiro, 2013).
The diffusion of sustainability education across universities, business schools, and higher education institutions remains a subject of debate, particularly regarding when and how it should be introduced in academic curricula (Boulianne et al., 2020; Hong and Hardy, 2022; Schifeling & Etzion, 2025). Sustainability principles should be embedded in undergraduate programs. In contrast, others contend that postgraduate and executive education levels offer the most effective platforms for fostering deep understanding and application (Christensen et al., 2007). Moreover, lifelong learning frameworks are increasingly being explored, emphasizing the need for continuous upskilling in sustainability competencies throughout professional careers (Eriksson & Lycke, 2024).
Another emerging challenge is the personalization of sustainability education, ensuring that learning experiences are tailored to students’ backgrounds, career trajectories, and industry specific requirements (Yaseen et al., 2025).
Sustainability education is also intrinsically linked to the United Nations’ Sustainable Development Goals (SDGs), particularly in preparing business leaders to address global challenges such as climate change, inequality, and responsible consumption (Bendell et al., 2017; Tafese & Kopp, 2025). Business schools increasingly embed SDG-related case studies and frameworks into their programs, bridging the gap between academic knowledge and real-world application. Furthermore, sustainability education influences broader societal impact by cultivating ethical leadership and promoting corporate practices that align with global sustainability imperatives (Waddock & Mcintosh, 2011).
The key drivers of sustainability education include institutional values, regulatory frameworks, and managerial imperatives. Many universities are aligning their strategic priorities with sustainability commitments, reflecting growing external pressures from accreditation bodies, investors, and societal expectations (Ghoshal, 2005).
List of Topic Areas
Possible questions that pertain to both of the above themes include, but are not limited to:
- How does sustainability education influence the development of sustainable, dynamic capabilities among future business leaders?
- What role do digital technologies play in enhancing sustainability education within management studies?
- How should sustainability education be structured across different academic levels to maximize its impact on students’ competencies?
- What are the most effective methodologies for personalizing sustainability education for diverse student and professional profiles?
- What interdisciplinary faculty compositions contribute to successfully delivering sustainability curricula in business schools?
- How can sustainability education more effectively align with the SDGs to create a tangible societal impact?
- What institutional and regulatory drivers influence the integration of sustainability education in higher education curricula?
- How can business schools measure the long-term impact of sustainability education on managerial decision-making and corporate strategies?
- How can sustainability education foster entrepreneurial skills and mindsets to drive the creation of sustainable businesses and ventures?
Guest Editors
Valentina Beretta, University of Pavia, Italy, valentina.beretta@unipv.it
Davide Calandra, University of Turin, Italy, davide.calandra@unito.it
Charles H. Cho, Schulich School of Business, York University, Canada, ccho@schulich.yorku.ca
Chiara Demartini, University of Pavia, Italy, mariachiara.demartini@unipv.it
Paolo Biancone, University of Turin, Italy, paolo.biancone@unito.it
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Key Deadlines
Opening date for manuscripts submissions: 1st October 2026
Closing date for manuscripts submission: 31st October 2026
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