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his book provides a comprehensive comparative analysis of how leading Business Schools in Australia and New Zealand are integrating the Education for Sustainability (EfS) framework into their curricula. It investigates whether sustainability should be embedded as a core element across business programs or taught as standalone units, addressing the ongoing debate in higher education. Drawing on PRME Sharing Information on Progress (SIP) reports and multiple institutional strategic planning documents, the study examines holistic approaches to sustainability education in the post-pandemic era. Five universities—Monash, La Trobe, Deakin, Federation, and Victoria University of Wellington—are explored to understand their pedagogical models, sustainability strategies and SDG-aligned learning structures. The book evaluates curriculum designs built on interdisciplinary learning, work-integrated projects, ethical leadership, and stakeholder collaboration. It highlights how universities are fostering sustainable competencies such as critical thinking, systems thinking, social innovation, and responsible business governance. Findings show that although environmental sustainability remains dominant, post-Covid curriculum reforms are increasingly incorporating social impact, entrepreneurship, and community engagement. The book concludes by presenting a four-fold EfS curriculum framework and emphasises the future need for stronger alignment between academia, industry, and society to achieve long-term sustainability transformation.