This study responds to calls for embedding sustainability into higher education by exploring the integration of sustainability into an existing management accounting module. Using a case study approach, the paper reflects on the efficacy of a pragmatic strategy described as ‘adding’ or ‘piggybacking’ sustainability content onto current teaching. While transformational change in curricula is often advocated, this work demonstrates the potential of a more incremental approach, particularly in contexts where time and structural constraints exist. The findings suggest that this method is time-efficient, enables the contextualisation of sustainability within an established discipline, and promotes innovative teaching practices. However, several challenges have been identified, including the limited time to address a complex subject such as sustainability in depth, the development of only a ‘weak form’ of sustainability understanding, and a lack of integration with other accounting modules across the programme. Moreover, the success of such initiatives often depends heavily on the enthusiasm and commitment of individual tutors. This case study contributes to the growing body of literature on sustainability in higher education by offering practical insights and critical reflection on early-stage implementation. It highlights the value and limitations of pragmatic approaches, underscoring the importance of further embedding sustainability in a more integrated and systemic manner.
Hossain et al. (Sun,) studied this question.