The paper argues that there is an urgent need to develop new participatory pedagogies for sustainability education. Arts-based interdisciplinary approaches to thinking, working and researching practice can inform these pedagogies. I identify key elements to these approaches: understanding the relationship between aesthetic and creative responses that consider both individual and societal perspectives; understanding the relationship between analogue, digital and virtual creative practices in shaping learning spaces; and understanding the relationship between informal, lifelong and formal learning. I also argue that the use of theory in this work, leading to interdisciplinary theory-informed arts-based projects, can help to integrate the approaches discussed.