How can we best leverage higher education to address the pressing issues we face? While the SDGs reflect a global landscape dominated by complex, interconnected ‘wicked’ problems, Higher Education Institutions (HEIs) remain largely tethered to siloed, decontextualized instructional models. The inability of HEIs to shift practices to foster transversal, 21st-century skills necessary to navigate uncertain futures is a critical competency gap. This paper highlights the transformative potential of challenge-based learning (CBL) and place-based learning (PBL), high-impact experiential pedagogies, as critical tools for sustainability transformations. The Consortium for Adaptive Futures, an interdisciplinary and transnational community of practice, was launched in early 2025 to promote co-learning among faculty from North America and Europe for these practices. Drawing on insights from an inaugural symposium in Dublin, we identify three critical elements to HEI transformations that support sustainability and 21st-century skills to address grand challenges. These are: the importance of real-world relevance in education; the need for pedagogical shifts and faculty development to support these new roles; and the essential role of supportive institutional structures and resources to enable sustained engagement. In doing so, we issue a call to arms to HEIs and forward a reimagining of undergraduate education.
Wood et al. (Tue,) studied this question.