Increasingly, business education programs include courses on sustainability, social responsibility, environmental management, and the circular economy. However, one question is rarely addressed: Are we training professionals capable of changing how companies operate to foster a genuine commitment to social and environmental issues?
The evidence suggests that this isn’t always the case. Including content on sustainability doesn’t guarantee that students will change their way of thinking, much less their future behavior. And this is a problem.
Global challenges, such as climate change and social inequalities, demand something deeper than technical expertise. They require a radical shift in the mindset of future professionals and business leaders.
Learning about sustainability is not enough
Today we know that many of the global social and environmental challenges are linked to how companies operate: intensive production models, decisions focused on short-term profit, or a limited view of social and environmental impact.
Business education, therefore, plays a key role. But for decades, it has taught future professionals and managers to prioritize economic growth. Changing this logic isn’t achieved by simply adding another subject or a topic within a subject. The challenge is much greater: transforming how students understand the world, make decisions, and define what “business success” means.
Learning that transforms
Our work shows that real change occurs when students have experiences that challenge their preconceived notions about business and value creation. It’s not about memorizing concepts, but about provoking moments of intellectual discomfort—situations in which students realize that their mental frameworks are insufficient to explain business reality. For example, discovering that a profitable decision can have serious environmental consequences.
These moments act as a “turning point” that forces us to rethink our beliefs and opens the door to new ways of thinking. This approach is known as “transformative learning . “
What works best in the classroom (and outside of it)
We have identified several elements that make this type of learning more effective:
- Real-world experiences. The most impactful activities don’t just happen in the classroom. Visits to companies, projects with organizations, or work with communities allow students to connect theory with reality. For example, when students analyze how a company manages its sustainability challenges, they better understand the complexity of the problem and question simplistic solutions.
- Critical reflection. It’s not enough to simply do things . It’s essential to stop and think. Students need space to reflect on their experiences and what they’ve come to believe about business management. This process is what allows them to transform experience into deep learning.
- Dialogue and diversity. Exchanging ideas with others is key, especially when different perspectives exist. International student groups, diverse cultural contexts, and debates with professionals help students question their own beliefs and build new ways of understanding corporate sustainability.
- Complex and real-world problems. The challenges must be authentic, not artificial exercises with no apparent solution. When students face complex situations involving economic benefits, social impact, and environmental consequences, they understand that sustainability is a central element in decision-making.
What changes in students
When this type of learning works, the changes are profound. Knowledge about corporate sustainability increases, and transformations occur at several levels:
- Thinking: students develop a more critical and systemic view.
- Role: They are perceived as agents of change.
- Behavior: They adopt more sustainable behaviors in their personal and professional lives.
In other words, they go from being students who know about sustainability to future professionals who can integrate it into their lives.
An urgent change in the way we teach
Future generations will have to make decisions in a context marked by uncertainty, environmental pressure, and societal demands for responsibility. To move toward more sustainable economic models, simply adding content to educational programs is not enough. We need to change how we teach.
This involves designing experiences that challenge preconceived notions, fostering critical thinking, promoting dialogue and diverse perspectives, and connecting learning to real and complex problems. It’s not a simple change. It requires rethinking methodologies, evaluating differently, and accepting that learning can be uncomfortable for students, teachers, and even the institution. But it is undoubtedly essential.
Preparing them doesn’t mean teaching them more theory, but helping them see the world differently. Because, ultimately, corporate sustainability is, above all, a matter of mindset, choice, and behavior.
Author Bios: Justo Alberto Ramírez Franco is Associate Professor of Business Organization, José Valverde-Roda is Assistant Professor, Department of Economics and Business and Raquel Antolín López is a Full Professor of Business Organization all at the University of Almería
