V G Venkatesh
Professor- Supply Chain Management
EM Normandie Business School, France
Sustainability embodies a fundamental principle for global organizations; however, it poses a substantial challenge for stakeholders across various critical domains, including policy, education, and industry, in designing, implementing, and aligning initiatives with societal needs. The field has garnered significant attention as observers continually express concerns regarding the imperative for heightened awareness among the younger generation, particularly in a context wherein a considerable population may be relegated to substandard living conditions due to climate change, geopolitical tensions, and other factors.
While it is a prevailing trend among higher education institutions to incorporate sustainability as a supplementary subject, this approach raises pertinent questions regarding integrating these concepts across various domains with equal importance. Although there are signs of an interest in directing the discipline towards incorporating insights from multiple courses, such integration remains fundamentally simplistic. We need to examine the pathways for integration and underscore the significance of “regenerative or sustainability education,” which fundamentally seeks to use resources optimally and regenerate them within established limits while enhancing the value of existing systems.
As job vacancies focusing on sustainability continue to proliferate and necessitate a highly diversified range of expertise, reports estimate the generation of 24 million new positions within the sustainability sector. Consequently, educational institutions are duty-bound to effectively prepare personnel to meet this burgeoning demand. These initiatives are designed to enhance the sustainability quotient, thereby facilitating a comprehensive understanding of the issues of eco-social factors. In certain educational establishments, the sustainability curriculum is restricted to the environmental stream, employing a siloed methodology that fails to integrate with disciplines such as mathematics and the arts. Curriculum developers frequently encounter challenges in achieving effective integration.
How to Integrate Sustainability Innovatively?
The changing landscape of global business requires that participants in training programs develop a sense of responsibility that goes beyond their specific fields and enhances their critical thinking skills. There is a strong need for innovative course materials, leading program leaders to move away from traditional academic models and concentrate on critical thinking exercises that take an interdisciplinary and integrated approach.
Some administrators have started designating 20-30 percent of content to include sustainability elements within core subjects. For instance, instead of adding a separate module on “sustainable supply chain management” to the supply chain program, sustainability could be integrated into individual modules such as procurement, manufacturing, and logistics. The responsibility falls to curriculum developers and lecturers; these efforts should help participants acquire a well-rounded understanding through linkages. Additionally, research suggests that an integrated assessment strategy addresses the sustainability aspect at a deeper level. To ensure that the final oral evaluations for bachelor’s or master’s level dissertations reflect this, the evaluation criteria focusing on sustainability must be explicitly developed and incorporated into the overall project assessment framework.
Such initiatives promote the development of innovative strategies and improve the integration of core subjects, particularly in mathematical sciences. They also offer valuable opportunities for training in carbon footprint calculations, statistical analysis of environmental data, and systems modeling. Furthermore, from an artistic perspective, it is crucial to equip individuals with persuasive writing skills that emphasize sustainability and foster discussions about environmental ethics. Additionally, significant attention is being directed towards Environmental and Social Governance (ESG) and managing its dynamics. It is important to note that ESG-focused programs and integrating ESG dynamics into the curriculum across various modules are also positive learning steps for future managers.
Moreover, it is imperative to elevate awareness among graduates of technical disciplines regarding ecological justice and their roles in policy formulation. For graduates in the arts, it is essential to familiarize them with green technology, sustainable product design, and the interpretation of regulations about climate change solutions. Educators should establish live-in laboratories or immersive experiences that foster experiential learning and enhance knowledge acquisition. Furthermore, integrating gamification into sustainable practices will augment the rigor and engagement of the curriculum. Higher education institutions are encouraged to promote enrollment in mandatory courses that add value to “sustainability” and recognize them as integral to students’ education. Significant initiatives must be undertaken to launch micro-credential modules that emphasize key trends in sustainability, including discussions on contemporary frameworks and industry practices. Such an integrated methodology necessitates the implementation of “live projects” through serious gaming, design sprints directed at resolving local sustainability challenges via industry collaborations, and lectures on sustainability leadership. All these initiatives guarantee global learning experiences within the classroom. Additionally, to generate greater interest among stakeholders, it is advisable to establish a podcast that addresses dilemmas in sustainability–linked business scenarios, whereby industry professionals present their challenges to participants, who then evaluate their decisions as part of their academic journey. Furthermore, it is critical to introduce students to advanced tools, digital twins, blockchain applications, and AI-enhanced techniques across various disciplines. A structured approach to “reverse mentorship,” aimed at sharing and educating trends with faculty, parents, and peers in a formal context, may also be explored.
The points above advocate for advancing beyond mere awareness to proactively guide the course participants in contemplating systems change. This approach necessitates participant (student)-centered, action-oriented learning through integrated problem-solving, serving as catalysts for transformation across diverse domains.
(All views expressed are personal)
