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This paper recognises sustainability's role as a core competence of all entrepreneurs and reviews and discusses the drivers for and challenges of integrating 'Education for Sustainable Development' (ESD) within entrepreneurship curricula. The authors have contributed to this literature and have discussed at length the development of the field from both academic and practitioner perspectives. The paper includes reference to policy initiatives promoting the integration of ESD within Higher Education, and the competencies that all graduates are expected to achieve, and discusses the challenges faced by HE providers and Enterprise Educators in particular. Building on the contributions of Moon (2022) and Moon et al. (2022) the authors posit that a new dynamic model based on Passion for the subject, Pride in the university, Personal contribution, and Performance impact, is a novel approach for recognising some of the challenges faced but also the cross-cutting and transdisciplinary benefits of a renewed focus on Impact -- using the UN Sustainable Development Goals as a framework -- and building on identity as a foundation. [ABSTRACT FROM AUTHOR]

This paper recognises sustainability's role as a core competence of all entrepreneurs and reviews and discusses the drivers for and challenges of integrating 'Education for Sustainable Development' (ESD) within entrepreneurship curricula. The authors have contributed to this literature and have discussed at length the development of the field from both academic and practitioner perspectives. The paper includes reference to policy initiatives promoting the integration of ESD within Higher Education, and the competencies that all graduates are expected to achieve, and discusses the challenges faced by HE providers and Enterprise Educators in particular. Building on the contributions of Moon (2022) and Moon et al. (2022) the authors posit that a new dynamic model based on Passion for the subject, Pride in the university, Personal contribution, and Performance impact, is a novel approach for recognising some of the challenges faced but also the cross-cutting and transdisciplinary benefits of a renewed focus on Impact -- using the UN Sustainable Development Goals as a framework -- and building on identity as a foundation. [ABSTRACT FROM AUTHOR]

This paper seeks to explore the relationship between two educational frameworks: EntreComp, the European entrepreneurship competency framework (Bacigalupo et al., 2016) and GreenComp, the European sustainability competency framework (Bianchi et al., 2022). At first sight the relationship is just a matter of competency addressing entrepreneurship and sustainability respectively. Thus, a simple comparison between the two lists of competences would reveal two similar but different competency lists, perhaps aimed at different audiences? The reality though, we posit, is that there is an underlying conceptual emphasis on responsibility which is yet to be fully explored. This paper provides the above comparison but then explores this conceptual underpinning in the light of what we term Responsible Entrepreneurship Education. [ABSTRACT FROM AUTHOR]