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This Research Topic invited articles on sustainability-related transformative learning, transformative teaching, and transformative actions or practices in the field of higher education. The focus was based on the proposition that classic models of education have not managed to deal with the complexity of current socio-environmental world problems. Therefore, sustainability education should offer learning settings and promote learning processes that enable learners to critically reflect on their attitudes, values, paradigms, and worldviews, which may lead to conceptual change and thus transformative learning (Sterling, 2011; Balsiger et al., 2017; Rieckmann, 2020).