In today’s rapidly evolving business landscape, marked by a heightened focus on social responsibility and sustainability, management education stands at a crucial juncture (Tahmassebi and Najmi, 2023). Addressing the conference theme, “Education in an Age of Uncertainty: memory and hope for the future,” this paper introduces an innovative approach to conceptualise and categorise Responsible Management Education (RME) by adapting the ‘About/For/Through’ (AFT) framework from Entrepreneurship Education. Following the principles outlined by O’Connor (2013) in “A Conceptual Framework for Entrepreneurship Education Policy: Meeting Government and Economic Purposes” and integrating insights from Lozano et al.’s (2013) “Conceptions of Responsible Management Education,” this adaptation aims to provide a multi-dimensional lens for analysing and structuring RME initiatives, thereby enhancing their efficacy and alignment with global sustainable development goals.

RME, in the context of rapidly changing societal expectations (Laasch and Conaway, 2015; Tahmassebi and Najmi, 2023), confronts the challenge of developing educational strategies that are both practically relevant and theoretically robust. The existing literature on RME, while diverse, often lacks a unified framework for systematic classification and assessment (Nonet at al., 2016), hindering the effective design and evaluation of RME programmes by educational institutions and policymakers. The AFT framework, with its proven success in Entrepreneurship Education as detailed by Fayolle and Gailly (2008) and its potential adaptability to RME emerges as a suitable tool, offering a structured approach to navigate these uncertainties. It categorises education into three dimensions: ‘For’ emphasises practical skills, ‘About’ focuses on theoretical knowledge, and ‘Through’ involves experiential learning and personal development.

Reviewing the current state of RME underscores the need for a structured framework that captures the multidisciplinary nature of responsible management. The AFT framework’s versatility lies in encompassing RME’s diverse facets, including ethical decision-making, sustainability, corporate social responsibility, and stakeholder engagement.  In this regard, the ‘About’ dimension is foundational, offering a deep understanding of theories related to responsible management. The ‘For’ dimension translates this knowledge into competencies for responsible management practices. The ‘Through’ dimension, perhaps the most innovative, emphasises transformative learning via methods like service-learning and community engagement, aligning with the conference theme by fostering a future-oriented approach in management education.

This paper asserts that this tripartite framework can serve as a valuable tool for educators and institutions in designing, implementing, and evaluating RME initiatives. It aids in identifying current programme strengths and weaknesses and provides guidance for future development. Moreover, it fosters a nuanced understanding of integrating RME across different educational levels, in line with broader sustainability and ethical leadership goals in business education as emphasised in the United Nations Principles for Responsible Management Education (PRME) initiative. This adaptation of the AFT framework promises significant contributions to RME’s evolution, providing a coherent, adaptable, and impactful structure for educators and policymakers.

This study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, as outlined in Moher et al.’s (2010) “Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement.” PRISMA’s structured approach ensures a transparent, replicable research process, essential for synthesising existing research comprehensively. The systematic literature search is conducted across multiple academic databases, including Web of Science, Scopus, and Google Scholar, covering publications from 2014 to 2024. Keywords include “Responsible Management Education,” “Sustainability in Management Education,” “Ethical Leadership Education,” and “About/For/Through Framework.” Inclusion criteria are articles centred on RME, studies discussing integrating sustainability and ethics in management education, and research exploring educational frameworks, especially the AFT model. PRISMA’s standardised approach is pivotal in capturing the diverse and interdisciplinary nature of RME. This methodical review is vital for identifying common themes, gaps, and potential applications of the ‘AFT’ framework in RME. It lays a foundation for meta-analysis, standardising data extraction, quality assessment, and synthesis processes, enabling effective comparison and consolidation of findings. This methodology will enhance the credibility and academic rigor of the paper, ensuring robust conclusions that contribute both meaningfully and responsibly to RME in an age of uncertainty.

Employing the PRISMA guidelines to review literature on RME and its potential alignment with the AFT framework from Entrepreneurship Education, this study anticipates four key outcomes that would significantly contribute to business education’s evolving landscape in these uncertain times. Firstly, the systematic review is expected to offer a comprehensive overview of RME’s current state, highlighting how sustainability, ethics, and corporate responsibility are integrated into management education. This includes identifying strengths, weaknesses, and variations in existing approaches. Secondly, a major anticipated outcome is that the AFT framework is adaptable and relevant for RME, providing a novel perspective for (re)viewing RME. This framework emphasises theoretical (‘About’) and practical (‘For’) aspects and transformative learning experiences (‘Through’), crucial in shaping future-oriented responsible leaders. Thirdly, the paper aims to identify innovative RME approaches and best practices for each of the AFT component, offering valuable insights for educators and administrators. Fourthly, the outcomes include guidelines for effectively integrating the AFT framework into RME curricula, thus aligning RME with future-focused educational goals. More broadly, the paper expects to conclude that the adapted framework offers a nuanced understanding of RME’s impact, shaping attitudes towards responsible management and competence in sustainable practices, pivotal in an age of uncertainty. The findings will have significant implications for educational institutions and policymakers, guiding the development and evaluation of comprehensive, effective RME programmes.

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