Date: March 2025 Institution: University of Marist, 15 Talbot Square, Tyburnia, London

I. Introduction: The Transformative Horizon of 2025 for Economic and Business Education

The year 2025 presents a critical juncture for global economic and business education, shaped by a complex interplay of socio-economic, technological, and ecological dynamics. The world economy faces considerable uncertainties; the International Monetary Fund (IMF), in its April 2025 World Economic Outlook, projected global growth at 3.3 per cent, whilst simultaneously highlighting an increase in downside risks and a period of significant policy recalibration. This assessment is echoed by analyses suggesting a potential “reset” of the global economic system. Furthermore, the Organisation for Economic Co-operation and Development (OECD) report, “Trends Shaping Education 2025,” underscores the profound implications of mounting geopolitical tensions and escalating ecological crises. This environment, frequently termed the “polycrisis” era—where multiple, interconnected crises exert simultaneous pressure—poses a fundamental challenge and acts as a catalyst for deep-seated transformations within higher education. It compels educational institutions to re-evaluate traditional, stability-oriented models and to cultivate more agile, adaptive, and purpose-driven approaches.

Within this global context, higher education institutions in economics and management confront specific paradigm shifts and pressing challenges. Financial sustainability has emerged as a primary concern, as noted by the Association to Advance Collegiate Schools of Business (AACSB) in its “State of Business Education 2025” report. This is exacerbated by evolving enrolment trends towards more flexible and online learning models, alongside rising operational costs and intensified competition for students. Moreover, there is increasing pressure on business schools to demonstrate their societal relevance beyond mere employability, producing graduates equipped with both artificial intelligence (AI) competencies and strong human-centric skills. The call to discard outdated dogmas and to integrate greater practical relevance is growing louder.

Against this backdrop, the University of Marist, London, situated at 15 Talbot Square, Tyburnia, positions itself as a new, agile, and future-oriented institution. While the address has historically been associated with student accommodation and the established Marist College is primarily US-based, the University of Marist, London, is conceived as a distinct initiative aiming to redefine economic and business education. The “newness” of the institution is regarded as a strategic advantage: unlike established universities potentially constrained by legacy structures and slower change processes, the University of Marist, London, can design its programmes and research agenda from inception to directly address the imperatives of 2025. Its mission is to deliver an education that is not only academically rigorous but also deeply rooted in current global challenges, shaping leaders equipped for the complexities of the modern world. London, as a global nexus for finance, technology, and innovation, provides a unique “living laboratory” for this endeavour. This dynamic setting allows for profound integration of industry partners, innovators, and real-world case studies into the educational and research model, affording the University of Marist, London, a distinct competitive edge.

II. Core Pillars for Future-Ready Economic and Business Leaders

To cultivate leaders capable of navigating the multifaceted demands of 2025 and beyond, a fundamental realignment of curricular priorities is essential. Three pillars are of central importance: the symbiotic integration of Artificial Intelligence, the imperative of sustainability and regenerative economic models, and the cultivation of adaptive expertise.

A. The Symbiotic Integration of Artificial Intelligence (AI)

Artificial Intelligence is no longer a futuristic notion but a present-day force reshaping industries and demanding new competencies. Business schools are tasked with preparing students to leverage AI as an integral partner in decision-making, analysis, and innovation. The AACSB underscores AI as a central and enduring component of business education. This evolution presents significant opportunities for pedagogical innovation: AI facilitates personalised learning pathways, dynamic simulations, and can assist educators in providing individualised feedback even in large cohorts. AI-driven tutoring systems and immersive virtual realities hold the potential to redefine the learning environment. Furthermore, AI tools can accelerate research processes and enhance the efficiency of administrative tasks within higher education.

The true challenge in integrating AI into business education, however, lies not merely in technical adoption but in fostering critical AI literacy. Students must not only learn to apply AI tools but also to critically evaluate their outputs, understand inherent biases, and navigate the ethical implications of their deployment in economic contexts. This transcends mere functional training, demanding higher-order thinking skills. The integration of AI inevitably brings ethical challenges: data privacy, algorithmic bias, academic integrity, and the necessity for responsible AI governance. Business education must therefore prioritise the development of AI competence that encompasses these ethical dimensions, teaching students to use generative AI responsibly and to consider accountability. For instance, institutions like Appalachian State University are integrating courses such as “Ethics, Policy and Governance in AI” into their curricula.

The University of Marist, London, will embed AI not merely as a tool but as an object of critical inquiry within its curriculum, focusing on ethical AI leadership and governance. This aligns with the need for business schools to equip the next generation of business leaders with AI expertise and a robust ethical foundation. The aim is to foster an understanding that AI is a “partner rather than a substitute” and “cannot replace human insight or creativity,” empowering students to critically reflect on AI’s limitations and potential.

B. The Imperative of Sustainability and Regenerative Economic Models

Business education is undergoing a fundamental shift from a purely profit-oriented perspective to a purpose-driven one that addresses social, ecological, and ethical complexities. Sustainability is transitioning from an elective subject to a new standard. This change reflects a profound reassessment of the purpose of business itself—a move away from shareholder primacy towards an inclusive stakeholder approach and the creation of societal value. This has deep implications for the core tenets of economic and management teaching.

Environmental, Social, and Governance (ESG) principles are increasingly integral to corporate decision-making and are a growing focus for investors. Business schools are responding by embedding ESG criteria into core subjects such as finance, strategy, operations, and marketing. There is a burgeoning emphasis on circular economy models and regenerative practices that actively restore ecosystems and social structures, moving beyond a mere “do no harm” principle. The demand for a workforce equipped with “green skills” is projected to outstrip supply, highlighting the crucial role of business schools in cultivating this talent. This necessitates new specialised degree programmes, such as Master’s degrees in sustainability management or MBAs with a focus on innovation, entrepreneurship, and the circular economy.

Concurrently, enhanced research into sustainable transformations, climate finance, and the effective implementation of ESG strategies is required. Education must also empower students to critically evaluate sustainability claims and to identify and combat “greenwashing.” The University of Marist, London, will decisively advance education and research in regenerative economics, viewing sustainability not as an add-on but as a fundamental lens through which all economic disciplines are examined. This includes a critical analysis of current ESG practices and the development of leaders capable of effecting genuine positive change. Rather than merely appending sustainability modules, core areas such as finance, marketing, strategy, and economics must be critically reviewed and potentially restructured to align with this expanded corporate purpose. This demands educators who are well-versed in these new paradigms and willing to question established dogmas.

C. Cultivating Adaptive Expertise: Beyond Traditional Skillsets

In a world characterised by rapid technological change and escalating complexity, “durable” human skills are gaining exponential importance. As technology automates routine tasks, competencies such as critical thinking, emotional intelligence, collaboration, communication, adaptability, and resilience become crucial differentiators for employers. A distinction is made between “durable skills,” which possess long-term value, and “perishable skills,” such as proficiency in specific software. The emphasis on these “durable skills” is a direct response to the accelerated obsolescence of technical (“perishable”) skills, particularly due to AI. This implies that business education must focus on teaching students how to learn continuously and adapt, rather than merely imparting current knowledge.

An entrepreneurial mindset—encompassing innovation, risk-taking, and proactivity—is becoming a core competency across all roles and sectors, extending beyond business creation. Given economic uncertainties, comprehensive financial literacy, including understanding credit, investments, cryptocurrencies, taxation, and financial planning, is also indispensable. Furthermore, the complexity of modern challenges necessitates leaders with a strong ethical compass and the ability to make sound decisions in ambiguous situations.

The University of Marist, London, will specifically design its curriculum to foster this adaptive expertise through experiential learning, case studies that mirror real-world complexity, and interdisciplinary projects. The focus will be on developing “future-prepared leaders” who can think critically, act ethically, and continually adapt to change. Business pedagogy must address the tension and synergy between the pursuit of AI efficiency and the call for human-centric, ethical, and sustainable business practices. Future leaders must be capable of navigating this intricate interplay and responsibly deploying technology to achieve broader societal goals. This necessitates an interdisciplinary approach that integrates technology, ethics, and sustainability thinking.

III. University of Marist, London: A Research Agenda for a New Era of Economic and Business Thought

To act as a thought leader in economic and business education, the University of Marist, London, will pursue an ambitious research agenda focused on the most pressing questions at the intersection of technology, economics, and society. This agenda is designed not only to generate new knowledge but also to develop practical solutions for 21st-century challenges.

A central research theme will be the Economics of Artificial Intelligence and Sustainable Development. This includes investigating AI’s role in achieving the Sustainable Development Goals (SDGs), the economic impacts of AI on labour markets and inequality, and the development of AI governance frameworks that promote equitable and sustainable outcomes. UNESCO highlights higher education’s critical role in shaping AI policy through research that informs governmental decisions. The Stanford University AI Index illustrates AI’s increasing embeddedness in daily life and corporate investment, underscoring the need for research into its economic and societal effects. A specific research avenue could explore the intersection of AI, behavioural/complexity economics, and sustainable development: How can AI models, informed by behavioural insights, be designed to encourage sustainable choices? How can complexity economics enhance understanding of AI’s systemic impacts on sustainable transformations? This interdisciplinary area remains underexplored and offers significant potential for innovative contributions.

Another focus will be Researching Behavioural and Complexity Economics to Address Contemporary Challenges. Traditional economic models often fall short in explaining real-world phenomena. Research at the University of Marist, London, could concentrate on applying insights from behavioural economics—understanding cognitive biases and heuristics in decision-making—and complexity economics—analysing economies as adaptive systems considering non-equilibrium dynamics and fundamental uncertainty. This can contribute to addressing market volatility, policy design, and sustainable transitions. Institutions like Northwestern University already offer courses in complexity economics, and UC Berkeley hosts an annual behavioural economics meeting, indicating growing academic interest in these fields.

Finally, the University of Marist, London, will Investigate Innovative Pedagogical Models for Enhanced Learning Outcomes and Lifelong Engagement. Research is needed on the efficacy of new teaching methods, including experiential learning, AI-assisted pedagogy, and the impact of microcredentials and flexible learning pathways on career development and skills acquisition. The QS World Future Skills Index emphasises the necessity of establishing lifelong and personalised learning paths and modularised learning. Challenges in quality assurance and recognition of microcredentials also demand research efforts. Pedagogical research should specifically aim to determine how the newly prioritised skills and mindsets identified in Section II (critical AI literacy, systems thinking for sustainability, adaptive expertise, ethical leadership) can be effectively imparted. This signifies a shift from general pedagogical research to context-specific educational research, directly applicable to the institution’s teaching mission and valuable to other institutions. Given London’s strength in EdTech, research into microcredentials and flexible learning could be conducted in partnership with local EdTech firms to pilot and evaluate new models, contributing to both academic knowledge and practical innovation in the certification landscape.

IV. Pedagogical Innovation and Curriculum Design at the University of Marist, London

The University of Marist, London, is committed to a pedagogical vision founded on agility, interdisciplinarity, experiential learning, and a global outlook. The objective is to create a learning environment that not only imparts knowledge but also cultivates the skills and mindsets essential for successful and responsible leadership in the complex world of 2025.

Curricula will be agile, interdisciplinary, experiential, and globally oriented. They must be adaptable to the evolving needs of the workforce and global trends. This includes project-based models, the integration of sustainability themes across all core subjects, and the promotion of a global perspective. Experiential learning, such as consultancy projects with NGOs or green-tech companies, or the application of methods like LEGO® Serious Play®, will be central. The SMU Cox paper advocates the formula “Rigor x Relevance = Impact” to cultivate “future-prepared” leaders. True agility in curriculum design requires more than periodic updates; it necessitates a dynamic curriculum architecture that allows for the rapid integration of new topics and skills, potentially through modular learning, microcredentials, and co-creation with students and industry partners.

A key concern is Fostering a Learning Environment that Prioritises Ethical Leadership, Social Responsibility, and a Commitment to the Common Good. Education must transcend technical skills and cultivate values. This involves teaching management as a profession serving the common good, embedding ethical considerations into all courses, and encouraging students to think beyond mere profit motives and reflect on their societal contributions. Transformative learning theories can be applied to help students question their beliefs and redefine their perspectives towards social responsibility. The effective integration of “ethical leadership and social responsibility” means moving beyond standalone ethics courses to embed ethical dilemmas and societal impact considerations across disciplines. A finance course should discuss impact investing, a marketing course ethical advertising, and an operations course ethics in supply chains.

The University of Marist, London, will Leverage London’s Unique Ecosystem for Practice-Oriented Learning and Industry Partnerships. As a global hub, London offers unparalleled opportunities for internships, guest lectures, live case studies, and co-curricular activities with leading firms in finance, technology, AI, and sustainability. The institution will actively forge strategic partnerships to ensure its curriculum is industry-relevant and that students gain practical experience. This aligns with the trend of business schools collaborating with sustainability-focused companies. This utilisation of London’s ecosystem should extend beyond traditional internships to include deep, ongoing research and co-development partnerships with London-based organisations, particularly in AI, FinTech, and sustainability. This creates a virtuous cycle where research informs teaching, and student projects contribute to real-world solutions.

Finally, a Re-evaluation of Core Economic Theories will be undertaken. Curricula should critically examine traditional economic assumptions (e.g., scarcity as the sole problem; rational self-interest) and introduce students to alternative frameworks such as Doughnut Economics, wellbeing economics, and principles of post-growth or degrowth economics, to foster a more holistic understanding of economic wellbeing and sustainability. The traditional macroeconomics and trade course offered at institutions like Copenhagen Business School, which relies on established texts, could be complemented or critically examined through these newer perspectives by the University of Marist, London. The goal is not to entirely replace traditional economics but to promote a critical and pluralistic understanding of economic thought. Students should learn established models but also be equipped to critique their assumptions and understand alternative perspectives.

V. Conclusion: Shaping Purpose-Driven Leaders for a Complex Future

The University of Marist, London, embarks on its mission with a clear vision: to shape an economic and business education characterised by academic excellence, profound relevance to the challenges and opportunities of 2025, and a tangible positive contribution to the economy and society. The preceding discussion has underscored the necessity for transformation in higher education, driven by global polycrises and specific paradigm shifts within the educational sector. The University of Marist, London, will actively co-create this transformation by championing the ethical integration of Artificial Intelligence, embedding sustainability and regenerative models as core principles, and cultivating adaptive, human-centric competencies. The formula “Rigor x Relevance = Impact,” as articulated by the SMU Cox School of Business, and the shift towards a “regenerative future” called for by the EFMD, serve as guiding principles.

The ultimate “impact” of a business school like the University of Marist, London, in 2025 and beyond will not be measured solely by graduate employment rates or starting salaries. Rather, it will be assessed by the measurable positive change its alumni effect within their organisations and communities—particularly concerning sustainability, the ethical application of AI, and the addressing of societal inequalities. This perspective redefines institutional success, placing societal contribution at its core.

The realisation of this ambitious vision requires more than internal endeavours. Therefore, the University of Marist, London, issues a Call for Collaborative Innovation to academic colleagues, industry partners, and policymakers. Preparing graduates who can effectively navigate and lead in the complex world of 2025 and beyond necessitates a concerted effort to innovate in curriculum, pedagogy, and research. The future demands leaders who are not merely “job-ready” but “future-ready”—capable of driving positive change and tackling the most pressing challenges of our era. For a new institution, this call for collaboration is not merely rhetorical but a strategic imperative. The University of Marist, London, must actively build a network of collaborators—other universities, businesses, NGOs, policymakers—to bring its vision to fruition. This collaborative ecosystem will be an integral component of its strength and success. Together, a new era of economic and business education can be forged, one that meets the demands of a rapidly evolving world.