As part of the global policies around education for sustainable development, we could indicate how UNESCO proposed to incorporate principles, values, and practices of Sustainable Development (SD) into education; among the multiple statements, the Nagoya Declaration (2014) confirms the responsibility of HEIs in SD education, the UN asks to connect sustainability with curricula and specifically for its 2030 Agenda, it is requested to prioritize education as a national investment, developing Education for Sustainable Development Policies. With this scenario, the research project “Education for sustainability in the creative disciplines,” also called “Study for competencies for sustainable development in higher education specifically in art, architecture, and design,” is proposed. This research carried out in the city of Medellín between 2021 and 2023, is an interinstitutional project among three Colombian universities that aims to recognize how we can contribute to resolve global crises from creative disciplines education and identify teaching strategies for the formation of competencies in sustainability in creative programs in the city of Medellin. In design and architecture education, sustainability, sustainable development, and climate change have been a challenge for decades. In this article, in addition to presenting the research’s SustainUs toolkit results, we aim to recognize conditions of favorability or possibility and also limit conditions that have emerged in the research, institutions, disciplines, and curricula, which influence how easy it can be to integrate these competencies.