ABSTRACT This study examines how business and management academics in Central Europe conceptualise and enact Evidence‐Based Management (EBM) in their teaching, the constraints shaping its pedagogical translation and the support needed to strengthen evidence‐informed education. Thirty academics from three HEIs in Prague, Zagreb and Opole completed a supervised, semi‐structured questionnaire. The findings show that academics' understandings of EBM frequently diverge from procedural, prescriptive‐based models and are enacted instead as selective and uneven forms of EBM literacy. Participants privilege case studies, qualitative research, organisational data and readily accessible sources over synthesis and experimental evidence. Time pressure, limited instructional materials and weak institutional embedding emerge as salient constraints, while curated resources, professional development, peer exchange and local‐language content act as key facilitators. By shifting attention from ideal‐type adoption to pedagogical enactment, the study advances a context‐sensitive account of EBM in management education and offers practical directions for strengthening evidence‐based teaching in post‐transition higher education systems.
Tracz‐Krupa et al. (2026) studied this question.