Education for sustainable development in business and law programmes in higher education institutions: a systematic review

Purpose This paper aims to review the evolution of education for sustainable development (ESD) in higher education, focusing on business and law, to identify key trends, challenges and gaps in integration. Design/methodology/approach A systematic review of 166 papers published between 2015 and 2025 was conducted across five databases (Scopus, Web of Science, ERIC, Social Science and Dialnet), following preferred reporting items for systematic reviews and meta-analyses guidelines. Findings Publications on ESD have increased significantly over the past decade, particularly in Europe and Asia. Business studies show notable methodological innovations, while law remains scarcely explored. Shared barriers include limited teacher training, weak curricular institutionalisation and lack of assessment tools. Research limitations/implications Only papers and review papers have been considered. The language has been English and Spanish and the field has been exclusively law and business. Practical implications The findings provide insights for policymakers and university leaders into strategies such as project-based learning, accreditation frameworks and cross-disciplinary approaches to better embed ESD in curricula. Social implications Strengthening ESD in business and law can contribute to the development of future professionals capable of addressing environmental, economic and social challenges aligned with the sustainable development goals. Originality/value By comparing two underdeveloped fields in ESD research, this review highlights disciplinary imbalances, transferable innovations and opportunities for interdisciplinary learning to advance the 2030 Agenda in higher education.