Universities are expected to prepare graduates who can respond to interconnected environmental, social, and economic problems, and this expectation has pushed sustainability education toward considerable innovation. This narrative review examines recent literature, mainly from 2023 to 2025, on how innovation in education for sustainable development is conceptualised, implemented, and evaluated, with attention to higher education and to evidence that crosses disciplinary boundaries. Three clusters of innovation are discussed: competence-based curriculum frameworks, experiential pedagogies such as service-learning, and whole institution approaches that align teaching with governance and campus practice. Evidence from systematic reviews and meta-analyses suggests that sustainability education reliably improves knowledge, produces smaller gains in attitudes and behaviour, and works best when learning is active and action-oriented. However, much of the strongest quantitative evidence comes from school settings, impact evaluation in universities remains thin, and implementation is hampered by limited educator capacity, funding, and fragmented institutional commitment. The paper argues that innovation should be judged by its coherence, its evaluability, and its capacity to cross disciplines, and it identifies research priorities for higher education.