Sustainability Education: Preparing Future Leaders for a Sustainable Economy

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Introduction

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). Integrating sustainability education into management studies is increasingly recognized as essential for developing responsible leaders equipped to address global challenges and, thus, business schools are embedding sustainability principles into their curricula, aligning with frameworks like the UN's Principles for Responsible Management Education (PRME) to promote ethical decision-making and sustainable business practices (Bendell et al., 2017). This shift reflects a broader commitment to preparing students to lead organizations that prioritize environmental and social responsibility. An essential part of this transformation is fostering an entrepreneurial mindset that enables individuals to develop and lead sustainable ventures, bridging the gap between management education and sustainable entrepreneurship (Markman et al., 2016). Thus, higher education institutions (HEIs) are called to promote competencies and skills that support sustainable development among their students and communities (Cho & Costa, 2024).

However, although governments may mandate the reporting and auditing of corporate sustainability information, sustainability content remains limited within accounting education programs (Boulianne et al., 2018; Botes et al., 2014). A critical dimension of sustainability education in management studies is the development of dynamic capabilities for sustainability to foster firms' abilities to adapt, innovate, and sustain competitive advantage in a rapidly changing business environment (Teece, 2018; Ortiz-Avram et al., 2024). Management programs must prepare students to cultivate such capabilities, emphasizing agility, resilience, and sustainable value chains. Digital transformation plays a fundamental role in this process, as emerging technologies such as big data analytics, artificial intelligence, and blockchain can enhance transparency, accountability, and efficiency in corporate sustainability efforts (George et al., 2016; Secinaro et al., 2023). Business schools are, therefore, integrating digital tools into sustainability curricula to ensure that graduates possess the necessary analytical skills to navigate the complexities of sustainable business strategies (Narong, 2025). Moreover, integrating sustainability education with entrepreneurship fosters the creation of new business models that prioritize social and environmental impact alongside financial returns (Calandra et al., 2023).

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). Advances in adaptive learning technologies enable customized educational pathways, allowing students to engage with sustainability topics most
relevant to their fields and through the adoption of different teaching methodologies (An et al.,
2020). Additionally, the composition of faculty teams and sustainability committees within academic institutions plays a pivotal role in shaping effective sustainability education (Rusinko, 2010). In particular, innovative, inclusive, and constructionist pedagogies should be introduced in educating management students for addressing sustainability challenges to fundamentally reshape the education of future accounting professionals (Cho & Costa, 2024). Interdisciplinary collaboration among educators from management, environmental sciences, and social sciences enhances the depth and applicability of sustainability courses, fostering a holistic approach to responsible management education.

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). As sustainability continues to gain prominence in business strategy, the role of education in shaping responsible leaders capable of balancing financial performance with social and environmental impact becomes increasingly indispensable (Bendell et al., 2017). Research on the effectiveness of sustainability education, its pedagogical innovations, and its implications for managerial decision-making will be instrumental in shaping the future of responsible management education.

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