Abstract
Sustainable and responsible business education is increasingly called upon to prepare future leaders for ecological complexity, social interdependence, and systemic uncertainty. Yet sustainability integration within business schools often operates as additive curriculum supplementation rather than structural transformation. This paper introduces Rewilding Business Education (RWBE) as a pedagogical architecture that attends to the ontological conditions under which sustainability competencies develop. Drawing on four epistemologically distinct data sources, including a diagnostic student survey of 303 students, longitudinal biomimicry education evidence from 407 participants, practitioner dialogues with 12 professionals, and classroom-based action research, the study employs pattern-based synthesis to identify convergent learning shifts observable across contexts. Three retained patterns emerge: a movement from optimisation to systems awareness, the integration of ethical and technical reasoning, and increased tolerance for uncertainty. The findings suggest that the primary barrier to sustainability-oriented management education lies not in student resistance but in curricular framing. By repositioning pedagogy as a site of ontological intervention, RWBE reframes sustainability integration as architectural redesign and contributes to debates within sustainable and responsible business scholarship concerning how managerial logics are reproduced and how they might be transformed.