Guest editorial: Best sustainability teaching practices

Solving problems using frameworks and assumptions that caused them only serves to exacerbate these problems, as is visible with respect to the continuously degrading ecological state of the world (Rockström, 2009; IPCC,2021/2022; IPBES, 2019; hinesDasgupta, 2021). [...]beyond education, there is a need for paradigm-breaking research (Kuhn, 1962; Hoffman and Georg, 2018). The result is that management education shirked its vocational calling, its commitment to character development and the art of practice. Since the 1980s, Mintzberg (2010) has been arguing that business schools’ focus on disciplinary excellence and development of “leadership” skills does not prepare students with the perspectives they need to navigate the world of management practice. [...]the second Carnegie 2011 Report called for a reintegration of humanities and liberal arts education into business school curricula (Auster and Freeman, 2013), and to re-establish business schools’ connection with practice. In parallel, it is acknowledged that leadership education requires delving into the personal transformation that lies at the heart of leadership development. [...]in addition to teaching skills and competences, questioning and reflecting on one’s values and attitudes is necessary in sustainability education.