To achieve sustainable development, it is crucial that individuals comprehend the complexities, uncertainties, trade-offs, and risks associated with global and local sustainability challenges. This necessitates the evolution of individuals into “sustainability citizens.” Accordingly, Education for Sustainable Development (ESD) focuses on cultivating competencies that empower individuals to engage in sociopolitical processes to steer their societies toward sustainable development. However, the effectiveness of sustainability citizens is determined not merely by these competencies but also by their synthesis with underlying values, motivational drivers, and available opportunities. Additionally, ESD emphasizes the importance of engaging with sustainability-relevant values, fostering critical value examination, and promoting intra- and intergenerational justice. ESD also positions itself as a form of citizenship education, addressing structural and institutional shifts necessary for sustainable development and empowering learners to become active participants in societal transformation. To enhance ESD’s efficacy, a transformation of the educational institution as a whole is imperative. This whole-institution approach integrates sustainability into every facet of the educational environment. Given that ESD is both holistic and transformative, it requires action-oriented transformative pedagogy. Preparing educators to facilitate ESD effectively involves not only the development of sustainability competencies but also the acquisition of ESD-specific professional competencies. These are defined by an educator’s ability to nurture sustainability competencies in others through diverse innovative teaching and learning methodologies.