Education for Sustainable Development (ESD) is increasingly viewed not as a separate discipline, but as a transversal approach that permeates the entire system of professional training. The article substantiates the need to integrate the environmental, social, and ethical dimensions of sustainable development into the content of disciplinary programs in higher education, regardless of the field of study. It analyzes the methods of embedding ESD principles, such as problem-based cases, interdisciplinary projects, reflection on professional responsibility, and working with local communities and ethical dilemmas. Special attention is paid to overcoming barriers, such as highly specialized thinking, overloaded curricula, and a lack of teacher competence. It is emphasized that the goal of ESD is not just to impart knowledge about climate or inequality, but to instill in future professionals a value for responsible action, the ability to see systemic connections, and the ability to make decisions that have long-term consequences for society, nature, and future generations.