Teaching for a Living Planet: A Reflective Journey in Sustainability Education in Pakistan

Abstract/Description

This paper offers a reflective narrative on teaching a Corporate Sustainability course at a Pakistani business school, focusing on how personal passion and moral purpose can transform sustainability education. Using an autoethnographic approach, it draws from firsthand experiences in the classroom and within institutional structures to explore the challenges and possibilities of teaching for a “living planet” in a context where sustainability is often marginalized. The reflections highlight how a value-driven educator—through authenticity, emotional engagement, and critical dialogue—can inspire students to move beyond compliance-based understandings and connect deeply with planetary and social concerns. While the insights stem from a single educator’s journey and may not capture all faculty perspectives, they provide an important lens into how personal commitment and pedagogical presence can drive meaningful learning. The paper urges business schools, especially in the Global South, to support such educators and create environments where sustainability is not just taught, but lived. Ultimately, it argues that transformative sustainability education can cultivate graduates who are not only professionally skilled but morally grounded in the service of people and planet.

Keywords

Sustainability education, Corporate sustainability, Autoethnography, Transformative teaching, Moral purpose, Business Schools

Track

Management

Session Number/Theme

Management - Session I

Session Chair

Dr. Khalid Basit

Start Date/Time

14-6-2025 10:55 AM

End Date/Time

14-6-2025 12:35 PM

Location

MCC 14 Ground Floor, AMAN CED Building

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Jun 14th, 10:55 AM Jun 14th, 12:35 PM

Teaching for a Living Planet: A Reflective Journey in Sustainability Education in Pakistan

MCC 14 Ground Floor, AMAN CED Building

This paper offers a reflective narrative on teaching a Corporate Sustainability course at a Pakistani business school, focusing on how personal passion and moral purpose can transform sustainability education. Using an autoethnographic approach, it draws from firsthand experiences in the classroom and within institutional structures to explore the challenges and possibilities of teaching for a “living planet” in a context where sustainability is often marginalized. The reflections highlight how a value-driven educator—through authenticity, emotional engagement, and critical dialogue—can inspire students to move beyond compliance-based understandings and connect deeply with planetary and social concerns. While the insights stem from a single educator’s journey and may not capture all faculty perspectives, they provide an important lens into how personal commitment and pedagogical presence can drive meaningful learning. The paper urges business schools, especially in the Global South, to support such educators and create environments where sustainability is not just taught, but lived. Ultimately, it argues that transformative sustainability education can cultivate graduates who are not only professionally skilled but morally grounded in the service of people and planet.