Educating for Impact: Transforming Classrooms Through a Sustainability Lens

Christian Van Buskirk, a dedicated educator at the Gustavson School of Business, University of Victoria, embodies the transformative power of PRME’s initiatives in reshaping business education to foster sustainable leadership. His journey with PRME, especially through the Impactful Five (i5) project and the supportive community of practice, has profoundly influenced how he approaches teaching, curriculum design, and student engagement, leading to measurable impacts on his students and institution.

Making Sustainability Tangible for Students

With a background in marketing and pedagogy, Christian has always been drawn to the how of learning as much as the what. But a key shift came when he joined the i5 training through PRME. “I realized I was explaining my teaching practices to my colleagues,” he said, “but I wasn’t really explaining them to my students.”

That realization marked a turning point. He began inviting students into the “why” behind his methods: why they were getting their hands in the dirt at a community garden instead of sitting in a boardroom, why they were building campaigns for local nonprofits, and why play-based learning, like using LEGO in the classroom, had real scientific grounding.

This approach was initially met with skepticism by some colleagues. However, it gained traction when the evidence-based rationale behind it was shared. As Christian noted, “Once we started to explain the science or the research behind that, people came back saying, ‘I get it now.’” Students echoed this sentiment, often expressing how understanding the purpose behind the pedagogy made their learning more meaningful. As one student reflected, “Professor Van Buskirk engages the class like no other and makes everyone feel comfortable talking in front of a big classroom…providing relevant, local examples…mastered the skills of making complex topics simple. I felt as though I gained a compass to help me better navigate my professional and personal decision making.”

Meeting Students Where They Are

Teaching across undergraduate levels and an MBA programme, Christian tailors his approach to meet students’ readiness and needs. With MBA students, who bring substantial career experience, he facilitates deep, discussion-driven classes that challenge assumptions on contentious sustainability topics such as social media’s impact on mental wellness. For younger undergraduates, he creates safer, supported spaces: small groups, guided questions, and digital forums that encourage participation without overwhelming anxiety.

This learner-centered mindset, inspired by PRME’s values, ensures students engage fully without being hindered by fear or confusion. As Christian reflects, “It’s about meeting students where they are and creating environments where they feel safe to explore complex issues.”

Expanding Impact: Leading a Core Course in Business and Sustainability

Thanks to his growing expertise and confidence, Christian will soon lead a new mandatory course for all core business undergraduates “Business and Sustainability.” This represents a significant institutional commitment to embedding sustainability into the core curriculum and reflects Christian’s evolution as a leader.

“Before PRME, I would’ve just slipped sustainability into the cracks with maybe a few values-based assignments. But now I’m thinking: how do I make this a transformational experience for students?”

Drawing on the i5 Framework and PRME community support, Christian envisions this course going beyond superficial environmental themes. He aims to broaden students’ understanding of sustainability to include equitable decision-making and ethical leadership principles that resonate throughout business and society. “Sustainability isn’t just environmental. It’s how we care for each other at work, how we build equitable relationships, how we make people feel seen and valued,” he shared.

To enrich this learning, Christian plans to incorporate diverse guest speakers, from indigenous leaders to nonprofit and industry experts, and experiential learning opportunities such as field visits to sustainable coffee manufacturers. These elements will help students connect theory to practice and see themselves as future leaders capable of driving systemic change.

Embracing Experimentation and Authenticity in Teaching

Now tenured, Christian embraces experimentation and isn’t afraid to let students in on it. “Sometimes I’ll say, ‘Hey, this was an experiment.’ Not everything lands perfectly, and that’s okay. I want students to see learning as a process of discovery, not perfection.”

It’s that humility and authenticity that students notice. At the end of his courses, he often asks them to reflect on what they’ll carry into their future leadership roles. The responses? “Transformative.” “Life-changing.” “I’ll think differently as a leader now.”

Reflecting on his journey, Christian shares, “These moments, when you see students truly transformed, make all the tough times worthwhile.”

A Legacy of Transformation and Community

The impact of Christian’s work is evident not only in student evaluations, but also in his commitment to fostering a supportive community of practice among educators. By embracing PRME's Share Principle, Christian actively builds a community of practice with other educators and practitioners in the PRME network, creating a culture where responsible management education thrives.

Through his involvement with the i5 project and the PRME community of practice, Christian has found support, affirmation, and a shared vision. “We don’t have to hide our playfulness or our values anymore. We can be our full selves in the classroom, and that’s what helps students become their full selves, too.”

Christian Van Buskirk’s journey shows that education is not just about transferring knowledge, it’s about igniting change, one reflective, joyful, and purposeful step at a time.

Explore how PRME is transforming Pedagogy to equip educators to inspire curiosity, critical thinking, and ethical engagement.