Sustainability capacity building challenges educators to develop diverse sustainability competences by working on an interdisciplinary scale. Frustrations and possibilities can both be experienced when applying sustainability education across disciplines in higher education. A sustainability didactic approach can be effective in providing much needed support for educators to reflect on what, how and why they teach through a sustainability mindset. In this chapter, we set out to ask how educators experience sustainability competence capacity building within an interdisciplinary environment? Using the Galtung double-variable method of futuring, this participatory research project, provided such an experience for educators, coming from nine disciplines across sixteen different European universities. Educators reflected on how sustainability education needs to transform in order to provide sustainability competence capacity building in students. Participants reflected on their own sustainability competency capacity building being activated throughout the event and how they can effectively implement their learning initiatives created through this interdisciplinary collaborative environment. The study finds that academic training through immersive experiential learning and the futuring method creates space for imaging a sustainability education students need for interdisciplinary thinking. Creating space for immersive activities can help educators to positively unpack frustrations experienced in higher education and activate the skills required to experiment and innovate in sustainability education.