Purpose: This paper aims to explore methods of teaching sustainability and business ethics, relevant to the modern demand for student's skills and knowledge. The study explores the challenges of teaching a business school undergraduate-level course and argues that a constructivist pedagogy is a suitable epistemological approach for designing a course unit concerning sustainability and ethics. Design/methodology/approach: The paper presents case study findings drawn upon course feedback and course reflections aimed at making sense of what the most effective pedagogic approaches were that influenced students' learning. Findings: Results indicate that students appreciate active forms of learning via practical assignments and discussions. As knowledge of sustainability and business ethics is important for the student's future career path, students need to develop skills of applying conceptual knowledge to practice via constructive pedagogical methods. Practical implications: This empirical study contributes to the literature of constructivist pedagogics, which is explored in the context of sustainable development and business ethics teaching. Practically, it contributes to the analysis of teaching methods and frameworks applied in the course emphasizing the necessity of engaging in interactive and personalized learning and teaching processes. Originality/value: Issues of teaching ethics and sustainable development are known concerns, but they have to be addressed systematically because of the changing business environment. This study explores the constructivist pedagogy based on empirical evidence and highlights its value in the educational process.