Exploring United Nations’ PRME’s Seven Principles in HEC Business Management Discourse and Pedagogic Moves: An Ecological i5 Framework

Abstract

The Business Management education curriculum is significant because businesses influence the environment and climate by more than 70% (Hertwich & Wood, 2018). Therefore, curriculum and pedagogic practices should impart knowledge about Eco-friendly Business Management among future business persons. This is an exploratory mixed-methods research design that uses the Seven PRME Principles, the i5 moves in the lesson plans, and the ratio of ecological sustainability content in the revised curriculum of the Higher Education Commission (HEC, 2025). Thereupon, the KWIC and Collocations reveal the underlying ideology of the curriculum. It is anchored in traditional commercial terms rather than incorporating management at a systematic baseline. Moreover, at the peripheral level, the curriculum tries to assimilate the UN Seven PRME Principles, but lexically it bends towards commercial and business activities more frequently. However, the lexemes, i.e. sustainability, environmentally, responsibility, economics and responsibility, are less frequent. Thereupon, it shows the disparities between the curriculum ideology and the PREM Principles. Moreover, i5 moves are also present in the lesson plans of the HEC-recognized universities of Pakistan. Pedagogically, they utilise the i5 moves during the semester week plans. This leads to the individual development of the learners, but it is not a part of the systematic baseline of the Business Management program. Hence, the internationally introduced UN Seven Principles and i5 moves are integrated at a peripheral level, and there is a need for more work in the relation of business management, eco-climate and strategic pedagogy to improve lives on this planet Earth.