In times of global crises, education managers are expected to be more imaginative, going beyond international, standardised tests of knowledge and skills, and moving towards properly preparing citizens worldwide for a changing reality. By combining formal and informal learning environments within higher education—as part of a new learning culture—universitiesUniversity will play an increasingly important role, particularly in developing future competencesCompetences, including those relating to sustainable developmentSustainable development. This article presents an international study conducted between students of geography in Poland (UAM) and Czechia (OU), examining the influence of selected learning conditionsLearning conditions in the academic environment on the level of competencesCompetences relating to sustainable developmentSustainable development. The research was based on 12 new competencesCompetences proposed in 2022 in the GreenComp document (Bianchi et al. in GreenComp the European sustainability competence framework. Publications Office of the European Union, Luxembourg, 2022). Both Polish and Czech students declare that within the universityUniversity environment, the level of competencesCompetences relating to the values and complexity of sustainable developmentSustainable development is predominantly influenced by study programmes, while for competencesCompetences relating to the future and action, it is the non-academic environment. Statistical analyses confirm the regularities indicated above; however, strong positive correlations were noted between the competencesCompetences of creative thinking and action and the way in which content is delivered in a study programme. The decisive factors for the developmentDevelopment of these competencesCompetences were problem-based learning and project-based learning, respectively.