The attention paid to sustainability in higher education curricula is often linked more to “formal” than “substantial” aspects regarding the inclusion of these factors (Mader et al., Sustainability Accounting, Management and Policy Journal, 4(3), 264–284, 2013). In this sense, the study highlights the need for “concrete approaches” that can foster greater staff and student awareness of ESG factors. The study explores the possibilities of including ESG factors within teaching processes and promoting their implementation and dissemination among teachers, students, institutional bodies, and social partners through a holistic experimental approach. The study seeks to make a practical contribution to the inclusion of environmental, social, and governance factors in university curricula and teaching processes, using a web tool, “L’Ascolto” (Verna & Verna, “L’Ascolto un approccio olistico alla formazione superiore,” 2021), based on a holistic approach to teaching and currently being tested in some pilot study courses at an Italian public university. The creation and dissemination of an “ESG culture” in higher education is promoted through a concrete holistic approach involving all educational processes and their actors. The chapter deeply explores an original approach on ESG risk design, management, and assessment in the university’s first mission for creating, disseminating, and implementing a culture of sustainability.