Several papers propose analytical methods relating to the inclusion of sustainability in courses and universities. However, as sustainability is a complex subject, methodological proposals on the topic must avoid making disjointed analyses which focus exclusively on curricula or on organisational strategy, as often seen in the literature. Accordingly, the aim of this article was to propose a complex matrix for the analysis of sustainable transformative learning (CMASTL). This model integrates the change processes for sustainability and the management and teaching-learning processes, presenting different levels of sustainability inclusion in educational institutions. The basis of the CMASTL is a complex framework comparing different ways of understanding individuals and organisations that influence how sustainability is defined and the measures necessary for it to be achieved. The framework presents key concepts which informed the development of the CMASTL. In constructing the matrix, a number of articles from international periodicals proposing different sustainability evaluation tools for use in teaching institutions were consulted. The aim of the CMASTL was thus to both integrate and complement existing methodological proposals. As well as adding value to academic discussions, the CMASTL can be used as a guide for courses and universities seeking to implement positive changes for sustainable learning.