Bridging Theory and Practice: Student Perceptions of SDG 8 Pedagogy in Undergraduate Business Courses

Abstract

The integration of the United Nations Sustainable Development Goals (SDGs) into higher education has emerged as a critical pathway for shaping the competencies of future business leaders. Among these goals, SDG 8—promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all—holds particular importance for business schools that prepare students to navigate the complexities of global labor markets and corporate responsibility. This research paper examines student perceptions of pedagogical approaches aimed at embedding SDG 8 into business school education. Using a mixed-methods approach, the study evaluates the effectiveness of project-based learning, case study discussions, experiential learning, and blended teaching methods in fostering awareness, critical thinking, and applied knowledge. The findings reveal that while students generally appreciate the inclusion of sustainability-oriented topics, their learning experience and perceived value vary significantly depending on the instructional strategy employed. The results underscore the importance of aligning pedagogical techniques with learner expectations, professional aspirations, and practical outcomes, thereby advancing the broader agenda of sustainable and responsible management education.