Аңдатпа
ABSTRACT Business schools face growing pressure to integrate sustainability across academic functions, yet faculty development—critical for long‐term knowledge generation and pedagogical innovation—remains underexplored within knowledge management (KM) research. While sustainability knowledge is inherently tacit, interdisciplinary, and context‐specific, existing KM models offer limited guidance on systematically embedding it through faculty development in higher education. This study addresses this gap by examining how KM practices can effectively support sustainability‐focused faculty development in business schools. Using a qualitative design, 44 sharing information on progress (SIP) reports submitted by PRME 2024 Champion business schools worldwide were analyzed to identify how knowledge is created, shared, applied, and retained within sustainability initiatives. Drawing on Nonaka and Takeuchi's SECI model, the study proposes the Sustainability Knowledge Management Framework (SKMF), a context‐sensitive and iterative model that conceptualizes multi‐actor knowledge processes necessary to institutionalize sustainability in management education. Findings emphasize the value of hybrid KM strategies that integrate digital platforms, collaborative networks, leadership alignment, and reflexive learning mechanisms. Key enablers include cross‐functional leadership, interdisciplinary structures, and institutional incentives fostering continuous knowledge exchange. While SIP reports are self‐reported and not externally validated, the findings offer practical implications for academic leaders and policymakers aiming to align faculty development with the sustainability integration. The SKMF offers a transferable and strategically grounded framework for aligning faculty development, institutional policy, and sustainability transformation in business school education.