Education for sustainable development is linked to the 2030 United Nations Sustainable Development Goals (SDGs). It involves a strategic approach to aligning educational practices with the United Nations’ long-term goals. Sustainable development goal number 4 is quality education, which is meant to “ensure inclusive and quality education for all and promote lifelong learning for all” (UNESCO in What is Education for Sustainable Development? 2021. https://en.unesco.org/themes/education-sustainable-development/what-is-esd ). The concept of sustainability has firmly established itself as a universally acknowledged phenomenon across diverse domains, including education. In the realm of education, the promotion of curricula centered on sustainability and social responsiveness, especially in marketing, necessitates a comprehensive grasp of the current landscape of curriculum development and developers. This chapter focuses on the sustainability marketing curriculum paradigm framework developed by Pillay (In search of a sustainability marketing curriculum: A critical exploration, 2016. http://hdl.handle.net/10413/13903 ) among academics at South African universities and uses critical theory to identify whether there is a link between marketing sustainability consciousness and curriculum redesign (Pillay in In search of a sustainability marketing curriculum: A critical exploration, 2016. http://hdl.handle.net/10413/13903 ). This study encompasses a qualitative research design utilizing the university as the critical case. Hence, it takes the form of self-consciousness criticism, where ideological imperatives and epistemological presuppositions inform the research.