Cultivating proactive sustainability mindsets in higher education? Unmasking climate education in business schools
Ahmed H. Elsayed, María Luisa Pajuelo, Tariq Elrazaz, Moataz ElmassriPurpose
This study aims to examine how Sustainable Development Goal (SDG) 13 (Climate Action) is integrated into business education in higher education (HE) by exploring student perceptions to comprehend whether climate education is substantively implemented or symbolically presented.
Design/methodology/approach
Using Q-methodology, 137 business students ranked 29 statements covering curriculum content, skills development, and attitudes toward climate action. Principal component analysis identified shared viewpoints, while qualitative feedback provided depth and context.
Findings
Tensions between sustainability objectives and disciplinary silos are highlighted by the emergence of two student archetypes: Engaged Advocates, who demand experiential pedagogies, and Pragmatic Observers, who prioritize economic outcomes. Results highlight a legitimacy gap between institutional rhetoric and meaningful curriculum integration.
Research limitations/implications
Findings are drawn from a single HE institution and focus solely on students, limiting generalizability. Future research should examine faculty perspectives, policy implementation and multi-institutional comparisons.
Practical implications
HE must integrate sustainability into research, curricula and community engagement, following 1) Systemic curriculum integration; 2) Scaling experiential/place-based learning and systemic/anticipatory skills; 3) Faculty training for climate-aligned pedagogies to prepare students to be actionable leaders.
Social implications
Empowering students as climate leaders can drive institutional reform, support regional sustainability agendas, and advance the welfare of society.
Originality/value
This research introduces a comprehensive framework that links educational theory, SDG competencies and transformative pedagogy to examine climate education through the lens of legitimacy theory. It also demonstrates the unique value of Q-methodology in capturing nuanced stakeholder perspectives in the context of HE.