A common thread throughout this special issue is that sustainability is not a destiny one can eventually reach, but rather a continuous learning path towards transformation that should be profound (e.g. affecting moral standards and value systems), transversal (e.g. requiring the involvement of individuals, groups and collectives) and counter-hegemonic (e.g. requiring the exposure and questioning of stubborn routines). From such a vantage point debates about sustainability likely require transdisciplinarity to transcend a singular disciplinary view-point and to allow for the consideration of different perspectives and types of knowledge. The aim of this special issue is to assess the added-value of a social learning perspective on research and action from at least three different ‘disciplinary’ perspectives: systems innovation, natural resource management, and environmental education. Each of these offers a particular perspective on learning, change processes and evolving understandings of sustainable practices.