Recently, the adoption of design approach and thinking in sustainability for business and management education has been the key movement by business schools and educators worldwide. Both academics and management practitioners criticize management education for their lack of relevance to practitioners, the values they impart to students, and their teaching methods. The poor integration of sustainability in management education can potentially contribute to poor management outcomes for most organisations. In this paper, we argue that design thinking allows management students to think and act sustainably. The data were collected from undergraduate students and academics teaching in the management programs in Australia and China. Results indicate that students’ involvement in the ‘problem identification’ and ‘ideation’ stages can contribute to their understanding of sustainability in management. Roles of educators, approaches in learning and teaching, and learning resources can also contribute to students’ understanding of complex issues in sustainability and management. As such, the researcher proposes a set of four recommendations for the adoption of design thinking for sustainability in management education.