ABSTRACT
Tackling climate change requires faster awareness and competence-building for students to develop management strategies for a sustainable future. The chapter proposes to balance cognitive, psychomotor and affective domains in sustainable management and provides a Three Phases model to include emotional and spiritual development in the pedagogies. The model first helps students reveal the interconnection between their personal feelings and eco-literacy through a reflective journal with a carbon footprint analysis (personal belief and attitude). Second, students generate ideas that can impact sustained climate change through social media by creating an infographic (create an impact). Finally, using a “circular economy business model” (skill in action) students act as sustainability consultants to convert selected campus departments into the circular economy business model. For innovation and impact, students facilitated and provided innovative and cost-effective solutions, leading to the university subsequently implementing the recommendations.
