The need for transformative forms of integrative sustainability education, either at the whole system level or in terms of individual courses, has received much attention. However, most of the literature on sustainability pedagogy has focussed on teaching sustainability to students who have chosen sustainability as their major or program (Filho et al., 2018; Schrand et al. 2013; Wiek et al. 2014; Wright et al. 2015; Jarchow et al. 2017), which targets only a very small number of students. At the University of Toronto (U of T), for example, enrolment in sustainability-related programs accounted for just 4% of the entire undergraduate student body in the fall of 2021.