The UNESCO-led Global Action Programme on Education for Sustainable Development emphasizes the need to improve teachers’ capacities to facilitate education that transforms our actions. From the perspectives of pluralistic and transformative education, such capacity building should enable teachers to facilitate democratic education processes through which students learn to problematize and engage with unsustainable actions from different perspectives. However, education research indicates that transformative education often is reduced to behavioral perspectives that set the focus on attitudes, choice and behaviors at the expense of systemic critique. To offset this blind- spot, research suggests that social practice theories provide a basis to develop transformative learning to problematize and engage with systemic issues. In this paper, I argue that the collegial and collaborative approach of professional learning communities has much to offer in this regard, both to develop teachers’ capacities for suchtransformative education and to increase the chances that it improves student learning. To substantiate this argument, this paper employs a participatory action research approach to create professional learning communities in which I, as a researcher, carry out collaborative inquiries with teams of teachers in upper-secondary civics education. The purpose of this is to develop processes and content that increase teachers’ capacities to facilitate transformative student-learning underpinned by social practice theories. Importantly, these processes and content could then be adapted and used in schools beyond the particular contexts of this study. The processes and content developed here could thus contribute to improve teachers’ capacities and student learning in ways that answer UNESCO’s call for an education that transforms our actions.