Fostering Sustainability Leadership Through SDG 13 Integration in Business Curricula

Ahmed H. Elsayed, María Luisa Pajuelo, Issa Almaghaireh, Khalil Chaaban, Islam Homsi and Moataz Elmassri ()
Additional contact information
Ahmed H. Elsayed: Economic and Finance Department, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates
María Luisa Pajuelo: Economic and Finance Department, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates
Issa Almaghaireh: Economic and Finance Department, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates
Khalil Chaaban: Economic and Finance Department, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates
Islam Homsi: Economic and Finance Department, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates
Moataz Elmassri: Department of Accounting, College of Business & Economics, United Arab Emirates University, Al-Ain 15551, United Arab Emirates

Sustainability, 2025, vol. 17, issue 18, 1-32

Abstract: Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies.

Keywords: SDG 13; climate change; climate literacy; higher education; business education; student perception; sustainability leadership; transformative pedagogies; UAE; Q-methodology (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/17/18/8297/pdf (application/pdf)
https://www.mdpi.com/2071-1050/17/18/8297/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:17:y:2025:i:18:p:8297-:d:1750300

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().