Global challenges such as climate change and biodiversity loss pose significant threats to the future of the planet and humanity (Steffen et al., 2015). In response, the UN General Assembly adopted the 2030 Agenda for Sustainable Development, centered on 17 Sustainable Development Goals (SDGs), which represent universal, transformative, and inclusive objectives aimed at fostering a sustainable, peaceful, prosperous, and just world.

Addressing these complex issues requires both reflective processes and concrete actions across global society. This raises the question: How can individuals and social groups be empowered to actively engage in the learning and transformation processes essential for sustainable development? Education for Sustainable Development (ESD) seeks to cultivate competencies that enable people to contribute effectively to these transformative efforts (Rieckmann & Barth, 2022).

Higher education institutions play a pivotal role as centers of research and learning for sustainability and the SDGs. They are also catalysts for community engagement. However, the integration of ESD into university curricula is still emerging, necessitating clear criteria for curricular content and educational methodologies. Developing competencies among university educators is critical for embedding ESD into higher education (Bertschy et al., 2013; Álvarez et al., 2023). This research builds on the competence framework established by the A Rounder Sense of Purpose project, which outlines twelve educator competencies serving as the foundation for training programs and assessment tools to enhance educators' ESD-related capabilities (Rieckmann & Barth, 2022).

In this context, a collaborative project was launched between the University of Antioquia (UdeA), EAFIT University, the Technical University of the North (UTN), and the University of Vechta (UoV). The project aims to advance environmental and sustainability education and promote SDG learning through diverse training formats for university educators (MOOC, training programs, resource platforms, webinars, conferences) and students (workshops, summer schools, student exchanges).

This paper specifically analyzes the micro-curricular and pedagogical strategies proposed by Latin American university teachers during the development of a MOOC, focusing on the co-design phase. The analysis emphasizes the practice-oriented transdisciplinarity, creativity, and action competencies. The research seeks to answer the following questions: What are the characteristics of the micro-curricular and pedagogical strategies proposed by university teachers through co-design? Which competence descriptors related to pedagogical practices are evident among university teachers?

This study aligns with the methodological perspective of Design-Based Research (DBR), as defined by Reeves et al. (2005) and Wang & Hannafin (2005) and employed in numerous educational studies. According to Kennedy-Clark (2013), since the 1960s, DBR has been recognized as a significant field of study for both pedagogy and curriculum theories. Design is understood as a reflective process influenced by constructivist perspectives and serves as a research methodology within educational contexts, enabling detailed examinations of teaching, learning, and assessment as precursors to innovation. Design-Based Research proposes design processes grounded in theoretical frameworks, allowing for iterative, simultaneous processes. Barab & Squire (2016) note that, unlike action research, DBR emphasizes theory generation—particularly relevant here for the development of the MOOC. It facilitates the integration of quantitative and qualitative methods, enabling the collection of diverse data types and the adaptation of analytical processes to support theory generation. Moreover, DBR supports problem exploration and the continuous refinement of both educational theory and practice, aiming to foster and create dynamic learning environments. In this research, the DBR approach is rooted in the creative process and design of the MOOC, characterized by exploratory iterations with higher education educators in Latin America and retrospective reflections through comprehensive data collection and analysis. The MOOC design consisted of three modules. The first two modules introduced fundamental concepts of sustainability and ESD through various resources, including texts, videos, podcasts, and interactive activities. Given the objective of equipping educators with transformative, action-oriented pedagogical strategies, providing practical experience was essential. Therefore, the third module incorporated an adaptation of the CoDesignS ESD Framework (Ahmad et al., 2023), focusing on strategies such as service-learning, project-based learning, and challenge-based learning. During the MOOC implementation, both qualitative and quantitative data were collected to assess competencies before and after the course. This paper presents the qualitative analysis results of the CoDesignS ESD strategies proposed by 355 university professors, offering insights into the development and application of ESD competencies in higher education contexts.

Educators designed CoDesignS strategies for diverse subjects, reflecting their varied academic backgrounds: 47.3% in Natural Sciences and Mathematics, 10.7% in Social Sciences, 10.7% in Administration and Business, and 12.4% in Education, Arts, and Humanities. Their designs centered on SDGs relevant to local contexts, with a focus on responsible consumption and production (26.4%), climate action (24.2%), and sustainable cities and communities (20.8%). Competency selection emphasized self-awareness, critical, and systemic thinking, while normative and anticipatory competencies were less prioritized. Transdisciplinarity emerged as both a challenge and an opportunity, given rigid curricular structures. University teachers highlighted the importance of interdisciplinary collaboration, contextual learning, and integrating diverse knowledge systems, including ancestral and intercultural perspectives. Experiential, project-based, and service-learning strategies were proposed, featuring activities like case studies, projects, and interviews to foster group collaboration and co-creation. In terms of creativity, university teachers demonstrated strong potential, developing innovative, student-centered approaches that accommodate Latin America's cognitive, emotional, social, and cultural diversity. Action-oriented competencies were reinforced through experiential methods, with assessment practices expanding beyond traditional exams to include self- and peer-assessment, promoting reflection and collaboration. While educators showed strengths in certain competencies, gaps remain, particularly in less familiar areas. Capacity-building programs can address these gaps, aligning educators’ strengths with sustainability goals. Ultimately, enhancing educators' competencies will improve ESD effectiveness, fostering transformative learning environments across disciplines.

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