Although students frequently serve as subjects in social research, an analysis of studies on students’ knowledge of sustainable development and social responsibility reveals a significant scientific gap in this domain. Pilot studies conducted by the authors among economics and management students indicate that every second respondent failed to accurately interpret the acronym ESG, despite its coverage in various academic subjects.
The initial research of the authors suggests that the knowledge gaps among economics and management students in Poland are multidimensional. They include not only a lack of understanding of contemporary issues such as ESG but also outdated curricula, insufficient teacher training, a lack of interdisciplinary approaches, and limited integration of practical financial knowledge with real-world economic applications. It is postulated that there exists a form of ‘ESG illiteracy’, indicating the need to modify both language and pedagogical approaches to align with the requirements of students and the demands of modern business practices.
Preliminary findings demonstrate that the deficiency of knowledge related to ESG constitutes a component of a more extensive phenomenon. Although there are existing postgraduate courses in ESG and numerous courses incorporate topics related to ESG, thereby signifying an increasing demand for these competencies, this does not adequately address the issue at both the undergraduate and graduate levels.
A lack of comprehensive understanding in the field of ESG is a significant challenge for graduates, resulting in educational discrepancies, reduced employability, and challenges in adapting to an ever-evolving labor market. The job market increasingly demands specialists with ESG skills. Companies are striving to incorporate sustainable development into their business strategies, which requires the building of a workforce capable of managing this transformation process.
Thus, the objective of this research is to determine the underlying factors that contribute to the knowledge gap between students through an examination of the content of the courses offered in economic universities in Poland. An analysis of the existing literature on this topic suggests that the deficiencies in students’ knowledge can be attributed to several factors, including outdated curricula, inadequate teacher preparation, constrained university resources, and systemic issues that impede the integration of ESG principles within higher education institutions in Poland. This paper presents the results of quantitative research on the knowledge of Polish students concerning ESG and a qualitative analysis of study programs based on content analysis.
Author Contributions
Conceptualization, A.A.-M. and B.K.; methodology, A.A.-M. and B.K.; resources, A.A.-M.; writing—origin draft preparation, B.K.; writing—review and editing, A.A.-M. All authors have read and agreed to the published version of the manuscript.
Funding
This research has been supported by University of Economics in Katowice within the framework of project by the Polish Minister of Science “Regional Initiative of Excellence”. Project title: “The importance of ESG in the sustainable consumption of the different Polish generations”.
Institutional Review Board Statement
Human Subject Research Ethics Committee at the University of Economics in Katowice found that the project under evaluations compies with the Code of Ethics of the University of Economics in Katowice (Opinion no. 08/06/2025).
Informed Consent Statement
Informed consent was obtained from all subjects involved in the study.
Data Availability Statement
Data obtained from surveys are collected in files available to the study authors. Should you require disclosure, please contact the authors directly.
Conflicts of Interest
The authors declare no conflict of interest.
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