In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question dominant, globally relevant social norms, development education and global learning empower learners to be active global citizens. In congruence with this approach, we discuss the transformative pedagogical strategies employed in an innovative transdisciplinary course on the climate crisis jointly offered online by two institutions of higher learning in the US and Germany. We explore the philosophical and pedagogical stakes of this process-oriented, inquiry-based and immersive teaching intervention, and its logistical and organisational parameters, educational goals, course content and methodology, as well as some course specifics and impact. Adopting a critical pedagogical approach to climate change as a central global issue, our conceptualisation blends a focus on critical media skills (ecocriticism) with a posthumanist critique of dominant anthropocentric views of the more-than-human world. Centrally linking ontological, cultural and linguistic diversity in both curriculum design and pedagogy, this approach encourages learners to develop the transcultural skills needed to effect positive change on a local and global scale.