Committed to quality education (SDG 4, France 2030), teacher training must take into account the ecological transition for sustainable development (TEDS) in order to support the necessary transformations of a School that must adapt to a world in perpetual change (OECD, 2018). The environmental issue is at the crossroads of a number of challenges and a variety of changes, and as such calls for a collaboration of knowledge, a synergy of practices and a crossdisciplinary approach : TEDS is set to be rolled out in teacher training from the start of the 2024 academic year (MESR, 2022), and is therefore an opportunity to innovate and experiment for and with future teachers. This is the ambition of A*MIDEX MEDDU2S, supported by the interdisciplinary and intercategory teams of Insp´e AMU : to make students aware of a systemic, holistic and forwardlooking approach, using an active, experiential and critical teaching method, the aim of which is to develop in future teachers ”complex thinking” (Morin, 1982) with regard to sustainable development and an aptitude for teaching based on scientific, interdisciplinary (so-called ” hard sciences ” and SHS) and intercultural knowledge. We will look at the first schemes put in place and analyse them critically, backed up by surveys of students, and then look at the prospects for improvement and expansion (Bachelor’s degree in teaching, Starling bilingual PE program, CIVIS/UNI-T European training modules). One of the hypotheses is that the skills-based approach seems to be a decisive element in bringing disciplines, professional cultures and methodologies into dialogue without falling into a compartmentalised and sclerotic approach. This is undoubtedly the main challenge, both intellectual and practical, for trainers and students alike, to articulate pedagogical innovation, training in TEDS, interdisciplinarity and interculturality in an efficient manner, both to reform schools and to transform the world.