The pressing crises of climate change and biodiversity require immediate and decisive action to reduce negative environmental impacts effectively. Universities, particularly those with sustainability-related programs, assume a pivotal role in confronting these challenges. These institutions provide students with a comprehensive foundation of theoretical knowledge, methodologies, and tools essential for comprehending and addressing sustainability issues. However, conventional pedagogy frequently emphasizes theoretical instruction, offering students limited opportunities to engage in experiential learning that addresses authentic sustainability challenges at local, regional, and global levels. To address this discrepancy, faculty members and students from the postgraduate program in Sustainability Sciences at the National Autonomous University of Mexico-Morelia participated in the Gigatonne Challenge (GTC) for two consecutive years, undertaking the challenge of reducing one ton of CO2-eq in a span of just 2 weeks. This initiative fostered transdisciplinary, action-oriented learning, equipping students with practical skills such as teamwork, prototyping, problem-solving, and stakeholder engagement. During the challenge, teams worldwide collaborated in real time, exchanging insights and solutions in a collective learning-by-doing environment. This chapter delineates the experience in the GTC, enumerating the encountered challenges, the strategies employed to surmount them, and the salient lessons learned. Finally, we reflect on the importance of integrating experiential, solution-driven approaches into university curricula to enhance students’ capacity to apply their knowledge effectively, foster critical thinking, and contribute to tangible actions that mitigate climate change.