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The literature on the drivers affecting retail investor preferences towards socially responsible investments (SRIs) has increased significantly over recent years, revealing several influencing factors. Given the wide variety and ambiguity of the available evidence, the purpose of this paper is to analyse the existing literature on this topic and develop a new unified approach to study this phenomenon.

We conducted a systematic literature review, followed by a research profile analysis and a thematic analysis, which uncovered four major emerging foci: the research outcome type, the external environment, sociodemographic characteristics and the internal dimension of retail investors.

Our analysis revealed that studies investigating investor preferences often neglected to consider the concurring influence of multiple perspectives. In fact, we observed how the literature has not yet adequately addressed the mediating and moderating effects of the various factors that determine retail investor decisions regarding SRI.

In response to these shortfalls, we propose a new integrated conceptual framework that may inspire scholars to conduct further studies to refine our understanding of investor preferences towards SRI.

This framework offers some suggestions on how to expand future research and underline some managerial and policy interventions aimed at developing the retail demand for these products.

To our knowledge, this is the first study to perform a systematic review on the drivers of SRIs, elaborating a new conceptual framework to understand the dynamics of retail investor sustainable preferences.

The purpose of the paper is to determine the extent to which ESG education in graduate finance programs at Kazakhstani universities impacts ESG-related issues incorporating emissions, unemployment rates and corruption.

This research relies on cross-sectional data for 20 regions of Kazakhstan and 66 universities clustered in those regions for the academic year 2022–2023. This study uses a multiple linear regression method to ascertain the relationship between ESG education and ESG problems.

Findings indicate that environmental education and overall ESG education have a negative impact on the volume of emissions and the youth unemployment rate. The number of universities is positively related to all three dependent variables representing issues on each aspect of ESG.

I might have omitted some important variables that can play a pivotal role in elucidating ESG-related problems, including the mobility of students from one region to another. Furthermore, the paper analyzed only finance programs at a graduate level, without touching undergraduate-level studies and other programs. Finally, the variables and, hence, the regression results are based on the academic year of 2022–2023; it does not account for the change for the past years and does not include time-series analysis.

This paper is original, as it examines whether ESG education helps to curb ESG-related issues at a national level in Kazakhstan, and the studies on sustainability education in Kazakhstan are limited.