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To realize a sustainable future, a different paradigm for management and governance of the businesses and new sets of managerial competencies and practices are required. In this regard, business and management education's role is vital and should adjust to the new needs. Management education itself should go through a sustainable transition. Business and management educators worldwide increasingly try to integrate ethics, corporate responsibility, and sustainability into their programs. This inclusion is called responsible management education (RME). RME is a broad concept and is still partly undefined. To identify pedagogical approaches and competencies targeted by RME, quantitative thematic analysis through conducting textual data mining is used. The texts subject to quantitative thematic analysis include RME reports made by Nordic Universities. University members of PRME (over 800 business schools and management departments) provide self-written reports about their RME plans and activities and regularly share information on their progress in implementing RME. The reports are publicly available via https://www.unprme.org and information-rich texts that define the direction and strategies of RME and provide a concise and comprehensive overall picture of RME-related activities at the university level. Reports of 28 Nordic business schools and management departments (11 from Sweden, 8 from Finland, 3 from Norway, and 2 from Denmark and Iceland each) were analyzed. The themes identified include gender equality, environmental economic value, co-producing sustainable knowledge, responsible management competencies, and impact are themes identified. The core concept of each theme, theoretical contribution to sustainability and education research, and practical implications for management and business educators are discussed.