The changes brought about by the COVID-19 pandemic have compelled schools to transform their pedagogies, with two seemingly contrasting trends emerging: the growing digitalisation of schools and the increased recognition of outdoor education. Our study, based on the experience of a European project, addressed the following questions: What digital competences can be fostered through school garden-based learning activities? Which UN Sustainable Development Goals (SDGs) can be addressed by combining garden and digital activities? How do these practices align with the framework of transformative pedagogy? To answer these questions, we conducted a qualitative content analysis of 16 learning activity lesson plans designed and implemented by teachers from Slovenia, Greece, Portugal, and Spain. The findings indicate the activities contributed to exploring diverse online sources of information and integrating them into shareable digital products while developing SDG 4 (quality education), SDG 3 (health habits), and SDG 12 (sustainable consumption and production), among others. These activities align with the principles of transformative pedagogy, as they encourage students to think and interact globally while empowering them to take action at a local level. These results also emphasise the importance of enhancing students' decision-making abilities and providing opportunities for reflective questioning, less frequently identified in the activities.