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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.

The purpose of this paper is to understand the theoretical discussion of effectuation since the seminal paper in 2001 and to propose an agenda for future studies.

Systematic literature review and content analysis of 71 papers.

Most papers performed a replication of the concepts empirically, and few studies proposed to understand theoretical aspects of effectuation, among them, some authors presented theoretical advances to improve the approach and others participated in an ongoing debate that shows there is no consensus on whether the approach is theory or if considered, appears to be under construction at a rudimentary level or being questioned.

The method requires authors to make choices, so the database used and the criteria defined for searching papers that were analyzed are the main limitations of this research.

The authors suggest that researchers, teachers and practitioners use effectuation analytically and reflectively.

The authors present and analyze the current theoretical debate on effectuation. Results suggest the need for new discussions about the concepts, as well as new theoretical efforts of the researchers to analyze the potentialities and limitations of this approach.

Among empirical and applied research, with replications of the concepts of effectuation, this research contributes to a theoretical discussion based on a systematic literature review, seeking to bring new reflections about this approach. Additionally, the authors present an agenda of theoretical gaps for the development of future research.