<p>The new sustainability challenges faced by organisations require professionals who are adequately prepared to address them, placing universities under increasing responsibility to provide such education. While prior research has assessed sustainability competency programmes, it has largely remained confined to academic perspectives, overlooking the heterogeneous views of key stakeholders. This study aims to address this gap by applying stakeholder theory to examine differences in the importance assigned to sustainability competences by teaching staff, students, and employers in economics and business education. A sequential exploratory mixed-methods design was employed. First, a competence framework was developed and validated through a systematic literature review and qualitative inquiry (in-depth interviews and World Café sessions). Subsequently, a structured survey (<i>N</i> = 535) was conducted and analysed using exploratory and confirmatory factor analyses, followed by ANOVA/MANOVA to test inter-group differences. The findings reveal a taxonomy of sustainability competences structured around two dimensions: decisional/behavioural and emotional. Significant differences are observed among stakeholders: students assign lower importance to emotional competences, while employers attribute less importance to decision-making competences. These results have important theoretical and practical implications. Theoretically, they show that stakeholder differences reflect dimension-specific patterns of salience rather than overall levels of support. Practically, they provide guidance for universities in aligning sustainability education with labour market expectations. The originality of this study lies in integrating multiple stakeholder perspectives through a mixed-methods approach, offering a more comprehensive understanding than prior research focused primarily on academic viewpoints.</p>