Training Future Managers About Sustainability With Retrospective Analysis: The Role of Reflexivity

While public discourse emphasizes the social role of businesses, a gap remains between the theory and practice observed in corporate strategies and the Sustainable Development Goals (SDGs) set out in the UN 2030 Agenda. Many studies have pointed to the lack of research on uncommon teaching methodologies to develop reflexivity and critical thinking in future managers as a meta knowledge being more inclusive of SDGs in the future. This gap causes educators and researchers in the marketing management field to continuously question the adequacy of current teaching methodologies. This paper uses new lenses to address this gap. Using reflexivity model in case studies and relating it to bounded agency, this paper aims to explore how adopting reflexivity in higher education programs in the fields of business and marketing prepares future managers to embrace SDGs. The results underline the importance of the educator as a facilitator, as well as the student's engagement in: semi‐structured reflexivity, decontextualization, recontextualization, deconstruction as a path to a mindset involving SDGs and awareness of contexts, paradigms, and meta analytic dimensions. Practical implications around pedagogy depict practices to be adopted in order to facilitate, develop, and diffuse SDG‐related reflexivity and critical thinking with a long‐term strategic ambition to make sustainability development an “ordinary” business paradigm.