Business schools worldwide are actively responding to this debate, but their efforts often stop short of deeply integrating sustainability. Instead, they tend to superficially incorporate frameworks like shared value, inclusive innovation, social entrepreneurship, innovative finance, and impact assessment into existing programs. Rather than fundamentally reshaping educational models, these additions are more akin to superficial enhancements.

These initiatives, while broadening the educational scope, typically do not induce a profound shift in mindset among participants. They fail to embed sustainability principles into the core of MBA programs, opting instead to overlay new frameworks onto existing structures.

This superficial approach is insufficient for fostering meaningful and lasting change. Business schools need a more integrated strategy to cultivate sustainability education if they and their graduates are to compose and implement authentic solutions to real-world challenges.

In their 2013 book “Management Education for the World,” Katrin Muff and co-authors advocate for business schools to prioritize being “best for the world” rather than merely “best in the world.” They argue that current drivers in business education, such as accreditation, publishing criteria, and rankings, do not sufficiently encourage schools to adopt a sustainability-oriented core.

Many schools treat sustainability as a transfer of knowledge rather than a transformation of perspective. However, true educational efficacy lies in training or education that encourages executives to develop profound self-awareness regarding their impact on sustainability challenges and how their values align with broader societal and environmental goals.

An example of effective pedagogy can be found in the Executive MBA program at the University of Cape Town Graduate School of Business. Here, participants engage in a philosophical habituation process designed to cultivate practical wisdom (phronesis). This approach encourages participants to introspectively explore their values and purpose, fostering authentic leadership development.

To truly prepare business leaders to address sustainability challenges, business schools must promote integrative thinking. This involves moving beyond conventional choices and familiar data to explore innovative solutions that align with sustainability goals. Roger Martin’s concept of integrative thinking encourages executives to generate “inspired choices” rather than defaulting to conventional business practices.

In summary, business schools must move away from a “business as usual” approach and embrace a more transformative educational model. This shift is crucial for preparing future leaders who can navigate complex global challenges with creativity and sustainability in mind. By integrating sustainability deeply into their curricula and fostering integrative thinking, business schools can empower executives to drive meaningful change in their organizations and society at large.