{"id":80685,"date":"2026-07-01T01:06:05","date_gmt":"2026-07-01T05:06:05","guid":{"rendered":"https:\/\/world.edu\/?p=80685"},"modified":"2026-07-01T01:06:05","modified_gmt":"2026-07-01T05:06:05","slug":"teaching-sustainability-to-transform-the-mindset-of-future-leaders","status":"publish","type":"post","link":"https:\/\/world.edu\/teaching-sustainability-to-transform-the-mindset-of-future-leaders\/","title":{"rendered":"Teaching sustainability to transform the mindset of future leaders"},"content":{"rendered":"

<\/span><\/p>\n

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?<\/span><\/p>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

Learning about sustainability is not enough<\/span><\/strong><\/h4>\n

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.<\/span><\/p>\n

Business education, therefore, plays a key role. But for decades, it has taught future professionals and managers to prioritize economic growth.\u00a0<\/span>Changing this logic<\/span><\/a>\u00a0isn’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.<\/span><\/p>\n

Learning that transforms<\/span><\/strong><\/h4>\n

Our work shows that real change occurs when students\u00a0<\/span>have experiences that challenge their preconceived notions<\/span><\/a>\u00a0about business and value creation. It’s not about memorizing concepts, but about provoking moments of intellectual discomfort\u2014situations 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.<\/span><\/p>\n

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\u00a0<\/span>“transformative learning<\/span><\/a>\u00a0. “<\/span><\/p>\n

What works best in the classroom (and outside of it)<\/span><\/strong><\/h4>\n

We have identified several elements that make this type of learning more effective:<\/span><\/p>\n

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  1. 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.<\/span><\/li>\n
  2. Critical reflection. It’s not enough to simply\u00a0<\/span>do things<\/span><\/em>\u00a0. 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.<\/span><\/li>\n
  3. 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.<\/span><\/li>\n
  4. 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.<\/span><\/li>\n<\/ol>\n

    What changes in students<\/span><\/strong><\/h4>\n

    When this type of learning works, the changes are profound. Knowledge about corporate sustainability increases, and transformations occur at several levels:<\/span><\/p>\n