Purpose – This study aims to examine how integration depth – the extent to which sustainability content challenges fundamental business paradigms – affects student competency development in international business education across diverse cultural contexts.
Design/methodology/approach – A mixed-methods study across 12 business schools in four countries involving 427 students. The research used pre-post competency assessments, curriculum analysis, multi-level modelling and qualitative investigation through focus groups and faculty interviews.
Findings – Integration depth significantly enhances cross-contextual sustainability competence development.
However, cultural tightness-looseness moderates this relationship: paradigm-challenging approaches prove more effective in culturally loose contexts but encounter resistance in culturally tight contexts that prioritise conformity.
Originality/value – This is a large-scale, cross-cultural study of sustainability integration effectiveness in international business education, demonstrating cultural contingencies in transformative learning and providing evidence-based guidance for culturally responsive curriculum design.
