Sustainability in business and economics education in South African universities: Whose agenda is it?

Cotton, Debby, Winter, Jennie, Davis, Jason Stratham and Lindsey-Turner, Oscar (2026) Sustainability in business and economics education in South African universities: Whose agenda is it? International Journal of Educational Research Open, 10. p. 100531. ISSN 26663740

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Abstract

Education for Sustainable Development (ESD) has become increasingly significant in business and economics disciplines due to their focus on production, consumption, and economic policy. However, integration of sustainability into these curricula in universities remains uneven, especially in contexts like South Africa, where socio-political and economic challenges intersect with environmental concerns. This paper explores how faculty in South African universities understand, experience, and embed sustainability in business and economics teaching. Drawing on interviews with faculty from three institutions, we investigate definitions of sustainability, perceived barriers and opportunities, pedagogical strategies, and contextual influences. Findings reveal that sustainability is often viewed as peripheral, with understandings rooted primarily in economic concerns, complicated by limited student awareness, resource constraints, and lack of curriculum guidance. While some faculty demonstrate personal commitment to sustainability, their efforts are largely unsupported by institutional or governmental frameworks. The socio-economic context of South Africa, including poverty, corruption, and post-apartheid inequalities, shapes how sustainability is understood and prioritised, leading to tensions between economic development and environmental protection. Decolonisation and Africanisation efforts further challenge dominant western sustainability narratives. The study highlights the disconnect between international sustainability agendas and local realities, underscoring the need for contextually appropriate ESD approaches in business and economics. It offers original insight into how faculty negotiate complex educational, political, and cultural landscapes to embed sustainability in teaching, and contributes to the emerging body of literature on ESD in African higher education. Findings have implications for policy, curriculum development, and faculty support both within South Africa and other emerging economies.

Item Type:	Article
Keywords:	Sustainability, Education for sustainable development, Higher education, South Africa, Faculty perspectives
Depositing User:	JISCRouter
Date Deposited:	18 Feb 2026 10:22
Last Modified:	18 Feb 2026 10:22
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/18093
Related URLs:	https://www.sci ... 0950?via%3Dihub

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