There has been considerable progress in the incorporation of sustainability into HEIs curricula. Integrating sustainability into diverse academic curricula has been recognised to be essential for providing students with the skills and insights to help societies become more sustainable. A survey was developed to investigate teaching sustainability competences in 15 case studies. The responses were analysed using STAUNCH® for the contribution to sustainability part, descriptive statistics, Friedman test to rank the competences and pedagogical approaches, and Spearman correlations. The STAUNCH® results show that the cross-cutting themes are the most addressed, and that there are differences between the other three dimensions between a faculty approach and a whole institution approach. The results provide insights into the pedagogical approaches and competences rankings. The correlation analysis shows that the potential to develop sustainability competences could be better achieved if more Community and social justice and Environmental education pedagogical approaches were used. Educators are change agents at the centre of curriculum renewal and making it more sustainability oriented. They need to be made aware of the range of pedagogical approaches available so that they can better combine them and develop the ‘Full Monty’ of sustainability competences for the future decision-makers, leaders, academics, and professionals of the world. Intertwining sustainability as a concept, in and among the different disciplines and faculties, and tailored to their specific nature, can help universities move towards a more balanced, synergistic, trans-disciplinary, and holistic academic system, thus helping graduates to better contribute to making societies more sustainable.