As global climate challenges escalate, embedding eco-consciousness and sustainability in business school curricula has become increasingly urgent. This study investigates business and management students’ perceptions of environmental sustainability across three UK universities, examining belief-based (personal value) and experience-based (curriculum integration) drivers that shape their motivation and confidence to implement sustainability in future business practice. 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 significantly influence 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.

Authors:
Dimitrios Stafylas, University of York, United Kingdom
Kleio Akrivou, University of Reading, United Kingdom
Mona Ashok, University of Reading, United Kingdom
Emmanouil Platanakis, University of Bath, United Kingdom
Charles Sutcliffe, University of Reading, United Kingdom

About the Presenter(s)
Dr Dimitrios Stafylas is an Assistant Professor of Finance at the University of York. His current project is about Eco-consciousness, sustainability, and students' perspectives.

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