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Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education

Author

Listed:
  • Moataz Elmassri

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates)

  • María Luisa Pajuelo

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates)

  • Abdulhadi Ali Alahbabi

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates
    These authors contributed equally to this work.)

  • Ahmed Mohamed Alali

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates
    These authors contributed equally to this work.)

  • Moufak Alzitawi

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates
    These authors contributed equally to this work.)

  • Hamdan Hussain

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates
    These authors contributed equally to this work.)

  • Khaled Alnabhani

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates
    These authors contributed equally to this work.)

  • Tariq Elrazaz

    (Accounting and Finance Department, College of Business & Economics, UAE University, Al-Ain P.O. Box 15551, United Arab Emirates)

Abstract

This paper aims to assess students’ perceptions regarding the extent of integration of the eighth principal Sustainable Development Goal (SDG 8) “promote inclusive and sustainable economic growth, employment, and decent work for all” into an undergraduate business school (BS) course. We analyzed students’ perceptions with respect to three pedagogical themes: content/curriculum; knowledge and skills; and awareness and attitudes. Based on legitimacy theory, we conducted a survey of 124 students at a globally accredited business school that has been a pioneer in terms of integrating SDGs into business school education in the Middle East and particularly in the United Arab Emirates (UAE), which we refer to as Alpha Business School (ABS). A Q-methodology approach was adopted by designing a concourse of 37 statements. Our research findings highlight that in response to institutional governmental pressure to implement the SDGs at all levels in the country, ABS has begun to integrate the SDGs into its practice, including undergraduate courses. However, after a more in-depth analysis, the findings suggest that traditional learning methods and a “business as usual” mentality continue to prevail as a management paradigm among students and that, therefore, ABS has only embedded SDG 8 symbolically without undergoing a full substantive change. In conclusion, further work is needed to incorporate the SDGs into all dimensions of the business school’s activities and to promote new methodologies, skills, and competencies. This paper is helpful for accounting educators and curriculum setters in the process of revamping accounting curricula to reflect the importance of sustainability education. The results of this study have professional, academic, and policy-making implications.

Suggested Citation

  • Moataz Elmassri & María Luisa Pajuelo & Abdulhadi Ali Alahbabi & Ahmed Mohamed Alali & Moufak Alzitawi & Hamdan Hussain & Khaled Alnabhani & Tariq Elrazaz, 2023. "Student Perceptions of Pedagogical Approaches to Integrating the SDG 8 into Business School Education," Sustainability, MDPI, vol. 15(19), pages 1-22, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14084-:d:1246020
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    References listed on IDEAS

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    Cited by:

    1. Elena Georgiou, 2025. "Behavioral Economics in Strategic Investment Decision-Making: A Critical Review," International Journal of Scientific Research and Modern Technology, Prasu Publications, vol. 4(8), pages 109-117.
    2. Tariq Elrazaz & Ahmed Shaker Samaan & Moataz Elmassri, 2024. "Sustainable development goals: Sustainability reporting challenges in the United Arab Emirates context," Sustainable Development, John Wiley & Sons, Ltd., vol. 32(4), pages 3100-3114, August.
    3. Matilda Obeng Kyere & Kezia Gladys Anane Agyei & Peter Agyekum Boateng, 2023. "Cultivating Inclusive Leadership in Management Education: Bridging the DEI Competency Gap," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(12), pages 1897-1920, December.
    4. Ahmed H. Elsayed & María Luisa Pajuelo & Issa Almaghaireh & Khalil Chaaban & Islam Homsi & Moataz Elmassri, 2025. "Fostering Sustainability Leadership Through SDG 13 Integration in Business Curricula," Sustainability, MDPI, vol. 17(18), pages 1-32, September.
    5. Moataz Elmassri & María Luisa Pajuelo & Taniya Abdul Jabbar & Fatima Hisham Taher & Aaisha Al Shamsi & Shurooq Muhammad Arif & Mariam Aldhaheri & Tariq Elrazaz, 2025. "The Paradox of Sustainability in Higher Education: High Awareness but Limited Competency in Applying SDG 12 Principles," Sustainability, MDPI, vol. 17(20), pages 1-27, October.

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