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This research critically examines the integration of Paulo Freire’s critical pedagogy within the Master’s Program in Sustainable Development (MSD) at Uppsala University (UU) and the Swedish University of Agricultural Sciences (SLU), focusing on its alignment with Education for Sustainable Development (ESD). ESD aims to equip learners with the knowledge and skills needed to address global sustainability challenges, while Freire’s pedagogy emphasizes dialogue, critical consciousness, and praxis as transformative educational principles. This study explores how these principles are applied in the MSD program, identifying successes and limitations.

Through an analysis of curriculum, faculty interviews, and student feedback, the study finds that while some Freirean elements, such as participatory learning and reflection, are present, their integration is uneven and constrained by institutional barriers. Key challenges include rigid curricula, limited faculty training in critical pedagogy, and the predominance of Eurocentric perspectives within the program. These findings highlight the need for a more consistent and intentional incorporation of Freire’s pedagogy to foster deeper student engagement and empowerment.

The research provides recommendations for enhancing the program’s alignment with Freirean principles, focusing on curriculum reform, faculty development, and institutional support. These include expanding dialogic and experiential learning opportunities, integrating diverse global perspectives, and providing faculty professional development in critical pedagogy. Additionally, the study underscores the importance of decolonizing the curriculum to create a more inclusive and transformative educational experience.

This study contributes to the broader discourse on ESD by demonstrating how critical pedagogy can reshape higher education to prepare students for active, reflective, and transformative engagement with sustainability challenges.