Insights from teaching for sustainability through transformative learning

This practice-oriented paper explores how transformative learning (TL) for sustainability can be intentionally fostered in higher education. Drawing on three initiatives at the newly founded BLINDED, we show how intercultural field programmes, virtual exchanges, and project-based consultancy created local–global learning spaces that catalysed critical reflection, intercultural competence, and value-driven action. We argue that TL emerges through purposeful design—authentic tasks, structured reflection, and careful facilitation—and discuss implications for embedding such approaches institution-wide to support socio-ecological transformation.