A Level Business and Economics students at Loughborough Grammar School develop a strong awareness of the world around them through discussing items that are directly relevant to the global news agenda. Head of Business and Economics, Thea Demitriou, believes that this roots the subjects to the issues that are not only facing the world’s population now but that students are likely to come face-to-face with in their lives beyond school. Thea looks at how LGS are flexing the curriculum to ensure that future leaders develop an ethical and responsible outlook on the world.
Now, more than ever, students want their subjects to feel relevant to the world they’re inheriting. LGS students are highly engaged with big societal challenges and want a curriculum that helps them question, critique and challenge the status quo. That’s why my classroom has become a lively hub of discussion about topics such as climate change, inequality, globalisation, A.I. and sustainability.
In November, the latest UN Climate Change Conference – COP30 – brought ideas about the connection between climate change and economics to the surface. Climate change has evolved from a Corporate Social Responsibility ‘add-on’ to a core strategic priority for businesses, reshaping the collective view of sustainability within the economic landscape.
Sustainability is now embedded into decision-making and whether initiatives are ‘green’ or not directly affects profits. From regulatory pressures and net-zero targets to sourcing, supply chains and consumer expectations, there are long-term cost savings to be made from ‘going green.’ Exploring these issues with my students encourages them to think about both sides of the coin. Real-world cases like COP30 help students to understand that what they’re learning about now, are the topics that they’ll continue to encounter in the future; whether that’s in the workplace, driving the shift to sustainability within the economic world, or in their personal lives when it comes to investing in electric cars or solar panels.
Students also spend a lot of time analysing externalities – the unintended side effects of an economic activity that affect unrelated third parties. This encourages our pupils to use ethical thinking to evaluate the direct impact of a decision, and to develop the skill of balanced evaluation using tools such as externality diagrams, stakeholder versus shareholder theory and cost-benefit analysis. At LGS, we also strive to provide students with educational opportunities outside the classroom; our Year 13 students are travelling to London to explore a large social enterprise for a unique and comprehensive insight into the world of fashion, manufacturing, and business. They will have a hands-on workshop on ethical production and local supply chains to solidify and support their classroom learning.
In addition, students will visit Google’s Accessibility Headquarters to see how inclusive design, ethical innovation, and socially responsible technology shape modern business practice. This experience helps them connect their understanding of externalities to real-world applications – showing how organisations can reduce negative impacts, maximise positive spillovers, and contribute to both social and environmental sustainability.
The spotlight on sustainability offers new and exciting career opportunities that our students are primed to take advantage of. We teach our students that looking ahead is just as important as what’s happening now; in another 10-years-time, the current job market is expected to see a further overhaul because of business investment in sustainability initiatives.
The rise of green finance roles, as well as the emergence of a circular economy and climate-risk sectors indicate just how key it is for our students to develop an awareness of responsible leadership. By focusing on innovation, ethical entrepreneurship, digital skills, and global awareness, we’re equipping our students not only to enter this changing economic world, but to thrive within it.
