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The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students.

The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017.

In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products).

The literature review may have excluded important and relevant work from the sample.

This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability.

Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems.

This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.