Purpose The purpose of this paper is to present a case study on the development of a competence-based curriculum tailored for sustainability in higher education, focusing on the University of Bern master’s programme in Sustainability Transformations. It demonstrates how Redman and Wiek’s (2021) unified framework of competencies for advancing sustainability transformations can be applied for context-specific curricula. Design/methodology/approach Through a participatory co-design process involving faculty and various stakeholders, competencies relevant for sustainability transformations were mapped, contextualized and organized into thematic modules reflecting a spiral-curriculum structure. This approach fostered the progressive, integrative development of key sustainability competencies, ensuring alignment between pedagogical strategies and professional demands. Findings The curriculum is structured according to a spiral approach to ensure coherent acquisition of sustainability competencies. Early modules focus on planning competencies, including systems thinking, futures thinking and strategies thinking. The culminating master’s thesis emphasizes integration competence. A special feature of the programme is a module dedicated to intra-personal competence. Inclusion of general, professional and disciplinary competencies throughout the programme enables graduates to address complex sustainability challenges in diverse contexts, from research to policymaking and civil society initiatives. Originality/value This case study bridges the gap between theoretical frameworks and practical curriculum design by demonstrating how key competencies can be systematically integrated into academic programmes. It highlights the importance of collaborative development, constructive alignment and iterative refinement in designing sustainability curricula. It provides valuable insights for institutions aiming to develop or refine their competence-oriented sustainability-focused curricula.
Lewis et al. (2026) studied this question.