Drama has been described as a powerful method in teaching difficult, multifaceted, contradictory issues loaded with values and emotions, such as those concerning sustainability. This chapter explores how drama can contribute to the necessary renewal of higher educationHigher education to meet the sustainability challenges of our time. Results are presented from a drama-based research project in higher educationHigher education, and in a youth project. In the chapter, so-called nomadic enquiry is combined with an arts-based approach to participant interviews. Through this innovative method, an image of a rhizome emerged. This rhizome of expanded learning highlights five necessities or critical nodes for expanded sustainability-oriented learning: emergence, expansion through role, embodiment, connection to self and others, and crucial conditions. The rhizomatic perspective not only shows the transformative potential of drama in higher education and adult learning but also identifies the levers and barriers teachers, students, and the academy as an institution are likely to encounter when trying to move towards a socio-ecologically more civilized world. The results point to how the integration of knowledge and wisdom that are striven for in the philosophy of ecological civilization can be put into pedagogical practice through the holistic learning of drama.