<p>The shift from human-centric to more-than-human-centric is gaining attention across disciplines. Against the backdrop of the environmental crisis in general and biodiversity loss in particular, meaningful steps can be achieved through this paradigm shift. However, both outgrowing from long-held paradigms and growing into new worldviews takes time, even when the ever-accelerating environmental crisis requires urgent action. Interdisciplinary collaborations in education may help accelerate this shift. In this paper, we present a collaboration between Department of ICT and Natural Sciences, Immersive Technologies (NTNU) and Department of Design (Aalto University) as a case of how more-than-human perspectives can be incorporated into technology education within an existing curriculum. The aims of this paper are threefold. First, to highlight the importance of embedding more-than-human perspectives in technology education to challenge the prevailing human-centric focus in human-computer interaction. Second, based on current literature and the presented collaboration, to provide a methodological framework of how more-than-human perspectives can be embedded into technology education through three dimensions: cross-disciplinary collaborations, integration of values, knowledges and ethics based on reciprocity, and expansion of perspectives through immersion into renewed collaborations. Third, by presenting the case, to critically reflect on the practical implications of embedding more-than-human perspectives into technology education curricula.</p>