Modelling Environmental, Social, And Governance (ESG) literacy: A functional link between accounting graduate competency and ESG dimensions

The global emphasis on sustainability and responsible business practices has elevated the importance of environmental, social, and governance (ESG) reporting in corporate accountability. The COVID-19 pandemic has intensified ESG’s critical role, drawing attention to specific ESG concerns linked to the crisis and reinforcing the global reassessment of corporate objectives. What is more, global institutions such as the International Federation of Accountants (IFAC) advocate for integrating sustainability into accounting education, resulting in a growing need to align accounting curricula with ESG competencies to prepare future accounting professionals for evolving stakeholder expectations and regulatory landscapes. This paper presents a mathematical framework for modelling ESG literacy among accounting graduates, emphasising the integration of environmental (E), social (S), and governance (G) competencies. The proposed model defines ESG literacy as a weighted function of the three core dimensions: ESG literacy score, and are weights reflecting the relative emphasis of each competency in the curriculum. The model enables quantification of ESG competency levels, while the theoretical framework supports empirical validation for curriculum assessment. These foundations also inform future research on ESG integration and curriculum effectiveness in developing economies. Key Words:Accounting Education, COVID-19, Curriculum Design, Developing Countries, ESG-Literacy