The current research explores the transformative potential of Design Thinking (DT) pedagogy in Higher Sustainability Education (HSE) in a hybrid (mix of online and face-to-face) setting. The case study examined a Field Exercise in Sustainability Science (FESS) course, using DT pedagogy, in a HSE program at a university in Japan. The critical transformative learning experiences (i.e., signs of transformative learning) were captured to investigate whether DT pedagogy has allowed learners to challenge their perspectives and go through the transformative learning experience. The qualitative case study captures the critical transformative learning experiences by collecting students' perspectives through semi-structured interviews, reflections, and class observations. As a result, the research successfully captured the signs of transformative learning, where each student went through multidimensional and embodied transformative experiences. Furthermore, the results show how DT as a pedagogy can support transformative learning in HSE by encouraging disorienting dilemmas, promoting reflection and discourse, fostering relationships, providing context, and offering an engaging experience. DT as a pedagogy can bring transformative learning into practice in HSE, and it can be implemented effectively using a digital or hybrid learning approach without a need for complex structural changes. The paper can provide concrete lessons for practice and curriculum development to bring transformative learning into digital teaching practice in HSE.