Meeting the manifold challenges connected to climate change makes high demands on individual competencies. To prepare actors for those challenges learning settings are needed in higher education that are suitable for that goal. A theoretical framework for relevant key competencies can be found in the discourse of Education for Sustainable Development (ESD). In this paper we introduce and discuss two learning settings that employ adapted sustainability science approaches: the syndrome approach and scenario analysis. Both approaches are discussed with reference to their didactic goals to foster the acquisition of the corresponding competencies. The usefulness of these two approaches in creating appropriate learning settings is demonstrated in empirical studies.