The common origin of problems such as Climate Change and Oceanic Acidification shows the need to address global and interrelated processes from a systemic perspective. Therefore, their educational treatment requires appropriate methodological approaches that allow the study of these problems and their interactions and encourage the visualization of the role that people play as part of the problem and as agents of change. To this end, this study describes an interdisciplinary didactic experience to train science teachers through virtual teaching and evaluates its didactic implications. The educational proposal sought to promote systemic and critical thinking, reflection and decision-making, with the aim of contributing to the development of sustainable competencies and teaching skills. To this end, its design was based on the foundations of transformative learning and the learning sequence introduced strategies to promote the interpretation of phenomena, cooperative work, virtual simulators, and other digital resources. This proposal is expected to be a reference for future educational experiences linked to the achievement of the Sustainable Development Goals (SDGs) of the 2030 Agenda.