From meaning to iteration: testing PRME's i5 as a coherent learning system in Southeast Asian business education

Purpose This study examines how Principles for Responsible Management Education’s (PRME's) impactful five (i5) – meaning, joy and well-being, social interaction, active engagement, and iteration – operate as an integrated learning system within a Southeast Asian business school. Addressing calls for more empirically grounded responsible management education (RME) research, the study explores how students experience sustainability-oriented learning and how the five dimensions collectively shape educational outcomes. Design/methodology/approach A sequential mixed-methods design comprising three studies was employed. Study-1 used a cross-sectional survey to map students' exposure to i5-aligned pedagogical practices. Study-2 used focus groups to explain the patterns observed and identify key enablers and barriers. Study-3 developed and validated an i5 measurement framework using confirmatory composite analysis through PLS-SEM. Findings The five i5 dimensions emerged as distinct yet highly interconnected constructs that collectively influence student learning experiences. Meaningful learning increased participation, joy supported psychological safety, social interaction strengthened engagement, and iteration consolidated learning through feedback and reflection. Students particularly valued locally relevant, collaborative, practical, and developmentally supportive learning environments. The findings further demonstrate how cultural norms, assessment practices, and institutional structures shape RME implementation. Originality/value The study advances RME theory by empirically demonstrating the systemic interdependence of the i5 dimensions and introducing a validated measurement framework for evaluating responsible management pedagogy in Southeast Asian business education.