Earlier research on the importance of the global context for the process of implementation of the learning for sustainable development locally, as well as transdisciplinary learning and teaching, are known (Nordén & Anderberg, 2010 & 2011). A reason for going further in the research and deepen it, as in this current study, was  with reference to findings by Nordén & Anderberg (2010) concerning the earlier recognized 4^th aspect, “the ability to act globally”. In comparison to acting globally via a competence-base, an approach characterized by signs of capability to act globally could be considered holistic in its character. The urgency of developing relevant skills for Global Learning for Sustainable Development (GLSD), also, was in the frontline. But, thoroughly examined, a foundation built on capabilities, instead of grounded on the named skills, could be more convincing and adequate to use. This called for an investigation of the opportunities of developing a theoretical approach, more profoundly. The purpose with this paper is to extend the applied theoretical framework which was found adaptable in a local–global context, namely the critical knowledge capabilities. Participants’ experiences of the changes carried out were described in relation to examples of knowledge capabilities needed for GLSD. The critical knowledge capabilities found and needed for global learning for sustainable development were presented (Nordén & Anderberg, 2011). Critical knowledge capabilities found developed through the implementation were: to take command, and to collaborate a team. While those apparently necessary, but not developed through the programme, were: to be prepared; to act in a transdisciplinary manner; and to lead for a holistic understanding (Nordén & Anderberg, 2011). In this paper the theory of knowledge capabilities, (objects of learning), and the learning processes (as learning theory) will be scrutinized utterly in relation to the global context and sustainable development and its critical features. Kronlid (2009) claims in his educational research that “learning takes place in spaces of capabilities, in expanded spaces of beings and doings” (Kronlid 2009, p. 34). According to Kronlid, that means in different concrete ways, shared global problems systematically improve learning conditions, when the learners’ spaces for developing capabilities are enriched. From a pedagogical perspective with a concern of teaching and learning, it is necessary to focus on both the learner and the content at the same time, while promoting knowledge. Marton & Tsui (2004) are referring such capabilities to objects of learning. The teacher work towards the object of learning includes not only what the students trying to learn, but also on the way of how the students mastering that. Aware or not about it, the teachers head for the intended object of learning (Marton, Runesson & Tsui; 2004). Even, if more or less conscious, teachers might elaborate and change dramatically on this the intended object of learning as seen from the teacher´s perspective during a course of learning which could happen through the teacher structuring the learning conditions so that the objects of learning come to the fore of the students´ awareness.

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