Navigating Drivers and Barriers to the Implementation of Education for Sustainable Development at Two Swedish Business and Management Schools

ABSTRACT Despite the significance of Education for Sustainable Development (ESD), ESD implementation faces challenges, especially economic obstacles in a global world. This study explores the drivers and barriers to ESD implementation at two Swedish business and management schools (BMSs). Using a qualitative multiple‐case study design, we explored institutional support and faculty engagement through semi‐structured interviews with 15 faculty members. The findings revealed a strong faculty‐level commitment to ESD with key drivers including personal commitment, institutional mandates, and collegial influence, reflecting a blend of top‐down and bottom‐up engagement. However, both schools were challenged by practical implementation barriers and ambiguities in defining sustainability. It shows the need for clear policies, tangible resources, and tailored pedagogical models to overcome implementation challenges. Isomorphic tendencies and policy divergence were found, which offer valuable guidance for institutions aiming to advance ESD initiatives, highlighting the importance of balancing institutionalized approaches with academic autonomy in integrating sustainability.