In an era of cascading, reinforcing and intersecting catastrophes or global polycrisis (Lawrence et al. 2022, What is a global polycrisis?), universities are at a critical juncture. As spaces firmly established in privilege and power, they can either maintain the existing status quo or, conversely, serve as places where creativity and experimentation can be encouraged, leading to the changes and transformations that our societies require. Scholars have contended that adopting relational paradigms that are aligned with sustainability challenges can lead to profound changes in our societal structure. However, the means by which educational programs can enhance students’ abilities for relational learning remain uncertain. Based on three pedagogical initiatives, grounded in complex problem-solving in socio-technical systems, carried out at the Universitat Politècnica de València, Spain, this qualitative study proposes a methodology based on systemic design that promotes justice-oriented relational learning in young students through four categories: place-based learning, intersectionality, collective learning and embodied learning. In addition, our research situates young students as co-designers and leaders of a university that drives a more just and sustainable transition.