Systematic integration of sustainability into curricula has remained a concern for higher education institutions. This concern has been challenging due to the complex interplay of institutional structures, diverse academic disciplines, and entrenched pedagogical traditions. The challenges are diverse and may stem from concerns about resource constraints, perceived trade-offs with traditional academic priorities and the dilemma and different interpretations of sustainability across disciplines. Engaging with these challenges requires a nuanced approach that acknowledges and addresses the intricate web of institutional, cultural, and disciplinary factors, fostering a collaborative environment that is conducive to transformative and institutional change. Drawing on an empirical baseline study, at university of Gothenburg and a complimentary literature review, we have identified and addressed challenges such as disciplinary boundaries, curricular obstacles, pedagogical dilemmas, and governance issues. Our overall university actions including the establishment of a transdisciplinary ESD network, targeted workshops, sustainability labelling of courses and study porgrammes, and the implementation of Gothenburg University Sustainability Thesis Award (GUSTA) serve as catalysts for positive change. Through this exploration, we highlight the need for continual reflection, adaptation, and collaboration, emphasizing the transformative potential of a systemic approach to integrate sustainability in higher education curricula.