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<p>This paper delves deep into the undergraduate students’ perceptions, preferences, and recommendations regarding the integration of sustainability and the Sustainable Development Goals (SDGs) into business education. Based on focus group discussions with 72 commerce and management students from Kolkata, India, the study captured the student observations and insights beyond structured survey responses. Four research questions guided the inquiry: (1) students’ perceptions of sustainability and SDG integration into business curricula, (2) preferred pedagogical approaches, (3) perceived barriers to implementation, and (4) strategies for effective adoption. Findings revealed that students strongly supported embedding sustainability within core business courses, emphasized its role in preparing them to become future-ready leaders who would look beyond financial parameters and consider social, environmental, and governance dimensions too. Lack of awareness within Higher Educational Institutions (HEIs) emerged as the most significant barrier. To address this, students proposed faculty training and development, fostering partnerships with industry and organizations, and embedding sustainability principles across all courses. The study highlights the need for HEIs to redesign course structures and delivery models to ensure meaningful integration of sustainability and SDGs, thereby equipping graduates with the skills and perspectives required for transformative leadership.</p>

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Listening to learners: integrating sustainability and SDGs into business education in India – a focus group study

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  • 出版模式：

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  • 发表日期：

    2026年1月7日

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  • Sumona Ghosh

摘要

This paper delves deep into the undergraduate students’ perceptions, preferences, and recommendations regarding the integration of sustainability and the Sustainable Development Goals (SDGs) into business education. Based on focus group discussions with 72 commerce and management students from Kolkata, India, the study captured the student observations and insights beyond structured survey responses. Four research questions guided the inquiry: (1) students’ perceptions of sustainability and SDG integration into business curricula, (2) preferred pedagogical approaches, (3) perceived barriers to implementation, and (4) strategies for effective adoption. Findings revealed that students strongly supported embedding sustainability within core business courses, emphasized its role in preparing them to become future-ready leaders who would look beyond financial parameters and consider social, environmental, and governance dimensions too. Lack of awareness within Higher Educational Institutions (HEIs) emerged as the most significant barrier. To address this, students proposed faculty training and development, fostering partnerships with industry and organizations, and embedding sustainability principles across all courses. The study highlights the need for HEIs to redesign course structures and delivery models to ensure meaningful integration of sustainability and SDGs, thereby equipping graduates with the skills and perspectives required for transformative leadership.