This research focuses on the urgent global call for education systems to be reimagined into a ‘new social contract’ that can repair injustices while transforming the future. Based in Rwanda where, despite challenges, there is strong political support for education transformation, this doctoral research seeks to explore the dynamics of environmental and epistemic justice and the potential for structural and transformative change through the integration of transgressive Education for Sustainable Development (ESD) methodologies into the newly introduced Competence-Based Curriculum (CBC). Collaborating with the Albertine Rift Conservation Society (ARCOS) and involving a research team of teachers, students, and parents, with NGO, ministry and district representatives, and academics in six Rwandan Eco-Schools, the research will use transdisciplinary knowledge co-creation approaches to explore and co-produce new learning approaches, pedagogical tools and curriculum guidance to support the integration of Sustainable Development Goals 13 (Climate Action) and 4 (Quality Education) in the CBC.