Purpose: The objective of the research under discussion is to examine the extent of students’ knowledge and to develop solutions for economics curricula that incorporate or will incorporate ESG topics within the academic content of diverse social science disciplines. Methodology/approach: The research used an online survey method involving a purposeful sample of 400 students from Polish universities. The respondents primarily consisted of students in economic and social science fields who encounter ESG-related business and legal solutions during their studies. Findings: While a significant portion of students correctly decoded the ESG acronym and identified the CSRD directive, this does not reflect comprehensive or in-depth knowledge. The study revealed substantial gaps in familiarity with specific regulatory documents, such as the EU Taxonomy, and measurement indicators. However, the results confirm a positive educational effect: as students progress through their studies, the percentage of „never heard of it” declarations regarding ESG concepts systematically decreases, helping to ensure graduates do not enter the labour market with significant knowledge gaps. Research limitations/implications: The research was carried out using the convenience technique, which means that it is not possible to generalise it to other universities in Poland or abroad. Originality/value: This research provides empirical data that facilitates the enhancement of educational programs to better address labour market demands and the challenges of a modern, regulated economy. It offers practical insights for higher education institutions (HEIs) aiming to transition toward more sustainable academic frameworks.
Adamus‐Matuszyńska et al. (Tue,) studied this question.