Integrating Sustainability into Accounting and Finance Curricula in Moroccan Universities: Professors’ Perceptions and Challenges
Kaiss, Sarra
Integrating Sustainability into Accounting and Finance Curricula in Moroccan Universities: Professors’ Perceptions and Challenges - 2025.
15
In recent years, sustainability has gained importance in global financial systems which foster academic institutions to reconsider traditional curricula. Accounting and finance education is no exception, since the labor market demands in an increasing way sustainability-related competencies. Our study examines the integration of sustainability in Moroccan universities, using the paradigms of Rusinko (2010) and Godemann et al. (2011), with an added fifth field to enrich the analysis. Data were collected through questionnaires distributed to faculty members in accounting and finance departments. The research explores not only the presence and depth of sustainability content but also the factors influencing its adoption. Key aspects include professors’ perceptions concerning sustainability, institutional support, and the preference for integrating sustainability in existing courses instead of creating new elements. Findings look forward to provide new approach and bring professors’perceptions to curriculum developers and academic leaders looking for aligning programs with evolving market requirements.
Integrating Sustainability into Accounting and Finance Curricula in Moroccan Universities: Professors’ Perceptions and Challenges - 2025.
15
In recent years, sustainability has gained importance in global financial systems which foster academic institutions to reconsider traditional curricula. Accounting and finance education is no exception, since the labor market demands in an increasing way sustainability-related competencies. Our study examines the integration of sustainability in Moroccan universities, using the paradigms of Rusinko (2010) and Godemann et al. (2011), with an added fifth field to enrich the analysis. Data were collected through questionnaires distributed to faculty members in accounting and finance departments. The research explores not only the presence and depth of sustainability content but also the factors influencing its adoption. Key aspects include professors’ perceptions concerning sustainability, institutional support, and the preference for integrating sustainability in existing courses instead of creating new elements. Findings look forward to provide new approach and bring professors’perceptions to curriculum developers and academic leaders looking for aligning programs with evolving market requirements.
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