As global climate challenges escalate, embedding eco-consciousness and sustainability in business school curricula has become increasingly urgent. This study investigates the perceptions of environmental sustainability among business and management students across three UK universities, examining the belief-based (personal values) and experience-based (curriculum integration) drivers that shape their motivation and confidence in implementing sustainability in future business practices. We employ a mixed-methods approach, which combines Partial Least Squares Structural Equation Modelling (PLS-SEM) with thematic analysis of open-ended responses from a large sample of students. We find that perceived sustainability relevance and integration have a significant influence on students' future motivation and confidence. Perceived sustainability value does not directly enhance confidence but positively impacts motivation. The qualitative insights reveal nuanced concerns about greenwashing, powerlessness in corporate environments, and a desire for experiential, embedded, and values-aligned learning. We propose actionable educational practices that strengthen eco-conscious capabilities through reflective, interdisciplinary, and real-world learning. This study contributes novel empirical evidence from a multi-institutional UK context and offers a theory-informed model of student readiness for sustainable management. We call for a policy shift in business education, towards curriculum-wide integration of sustainability, institution-wide eco-culture, and student agency in shaping a regenerative business future.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)