How can higher education institutions move beyond traditional knowledge transmission to develop students’ capacity for addressing contemporary social challenges? What pedagogical approaches can effectively cultivate possibility thinking in university settings? How can students become active agents of positive change through transformative educational experiences? This chapter examines these critical questions by exploring how transformative pedagogies can be systematically implemented in higher education to foster innovative thinking and active engagement. The chapter critically reviews pedagogical strategies that promote dialogue, critical inquiry, and reflection, encouraging students to engage with complex subject matter while developing sophisticated judgment and meaning-making capabilities. Rather than promoting reductionist, answer-oriented learning, these strategies aim to create educational contexts where students become active participants in knowledge co-construction. This chapter presents a detailed case study of a university’s educational project aiming to apply these didactic and pedagogical foundations. The case study illustrates how higher education can serve as a transformative space where students develop the agency and capabilities necessary to respond effectively to societal challenges, ultimately positioning them as active agents of positive change.