The UNECE strategy (2022) empowers vital HESD initiatives and virtually extended, reality-based education. Challenges in hybrid meetings beyond classrooms need to be synchronized virtually connecting participants in different time zones. Challenges identified are on how an all-day programme could look like during a conference, focusing on how teachers can break through deep-rooted normative learning and teaching patterns and encourage eco-reflexive thinking to catch sustainability learning affordances inspired by non-formal (i.e., grassroots) organizations as a foundation towards sustainable development. The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for the Caretakers of the Environment International (CEI), an international sustainability focused network of school youth and subject teachers, ahead of an upcoming conference CEI 2024 in Sweden. A MOOC was launched as outreach at Malmö university for the CEI (n=350) from twenty countries. In a partnership with Landskrona Municipality and MaU Innovation Center a hackathon was conducted for further research and educational development of higher education didactics for sustainability, remote learning, didactic modelling, Bildung and critical eco-reflexive perspectives. Within that context, student teachers were designing learning activities in the prolonging of the MOOC course on "Education, Regulation and Collaboration for a Sustainable Future" for the CEI 2024, to advance awareness of the urgent knowledge formation in professional networks, pedagogical development of hybrid solutions and digitization of learning moments to share and implement critical knowledge capabilities between different actors in society. The findings illuminate student teachers’ struggle with innovative concepts i.e. entrepreneurial design versus stereotypes of teaching roles. The study concludes that subject didactics and didactic modelling are beneficial within a systematic design thinking framework to enable student teachers to deliver a substantive quality of powerful sustainability knowledge bridging to augmented learning reality via hybrid citizenship contexts.