According to the United Nations and its Sustainable Development Goals (SDGs), educational systems must adapt their learning objectives and methods to develop skills that promote sustainable development (Rieckmann et al., 2017). This chapter explores an ongoing doctoral research that utilizes a methodology enabling education to shape the role of graphic designers within the socio-ecological transition in Quebec. In class, graphic design students typically follow “creative briefs” that simplify problem complexity (Haylock, 2020), which limits their autonomy and sometimes prevents them from addressing social and environmental concerns. When they undertake projects independently, they often prioritize personal expression over the needs of users and stakeholders (Valencia et al., 2021). To address this, the research employs Learning Experience Design (LXD), an emerging transdisciplinary discipline focused on creating effective and engaging learning experiences. The primary objective is to implement LXD to tailor learning for graphic design students at Cégep de Sainte-Foy. Specifically, it adopts responsible entrepreneurship as a pedagogical approach, empowering students to initiate their own projects while fostering social and environmental responsibility. Employing a Mixed Methods Research (MMR) approach, the study combines quantitative and qualitative data collection through questionnaires, interviews, co-design workshops, and checklists. Notably, the research stands out for its collaborative nature, involving stakeholders such as students, faculty, administrative bodies of Cégep de Sainte-Foy, and external experts. This chapter presents initial results demonstrating the potential of education to prepare learners for meaningful contributions to sustainable development, emphasizing the transformative role of tailored pedagogical approaches like LXD in fostering responsible design practices.