This chapter explores the role of decolonisation in education, emphasising the need to recognise and address power imbalances rooted in colonial histories. It argues that meaningful change requires acknowledging the systemic structures that sustain marginalisation and subjugation. Education, itself shaped by colonial legacies, influences content, pedagogy, and classroom dynamics. To counter this, the chapter presents a collaborative project that develops an introductory module on decolonisation for young adult and adult learners. Drawing on global expertise, the team co-created lesson plans and resources hosted on an accessible website. Using Pogue and Spinuzzi’s (2022) ‘5Ds’ model—distance, diversity, dilution, demand, and disengagement—the chapter critically evaluates the challenges and enablers of cross-disciplinary, cross-institutional, and international collaboration. It offers insights into fostering inclusive, transformative educational practices and highlights the importance of prioritising decolonial initiatives to empower both educators and learners in reimagining equitable knowledge systems.