Enhancing innovative and digital teaching and teacher education exchange between educational institutions in South-North partnerships towards sustainability, the implementation of Global Learning for Sustainable Development (GLSD) is crucial. How to – from a global didactic angle – establish globally genuine content-based dialogues forming nuanced conceptions of sustainable development (SD) is necessary among STEP (Sanord Teacher Education Partners). Global teaching need to both plan and justify appropriate interventions to promote a deeper learning approach. Identifying the challenges in various transdisciplinary context-specific knowledge formation processes demands a holistic understanding to reach target groups in higher education and teacher education as well as informal learning situations. Within a perspective of preventive environmental management strategies for SD, understanding collaboratively could serve a deep approach learning process via GLSD. For various intercultural qualities of global learning, a transnational perspective must be integrated in curriculum to achieve knowledge capabilities through constructive interaction . Further research needed: The teacher role and teachers´ thinking on the relationships between their particular teaching and students´ learning, ways to support students´ learning, and how to conduct and implement more self–directed learning in global–local contexts; The specific capabilities teachers require meeting new complex fields of learning, and challenges of handling transdisciplinary teaching.