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This study provides a framework for designing and implementing action-oriented pedagogies (AOPs) for climate change education and education for sustainable development (ESD), particularly to support community-based learning in learning cities. It draws on Regional Centres of Expertise (RCEs), a global network of formal, non-formal and informal organisations that support ESD in local and regional communities. Despite the critical role of education in addressing climate change, many national curricula overly focus on cognitive understanding and lack a holistic approach to climate action. This research seeks to fill that gap by identifying and analysing AOPs that are effective. Using qualitative data from focus group discussions and interviews with representatives from 28 RCEs worldwide, this study develops a framework for AOPs in ESD. Seven key components of AOPs were identified: (1) problem-based and real-world issues; (2) community engagement; (3) learner participation; (4) empathy; (5) regional and cultural relevance; (6) interdisciplinarity; and (7) collaboration. The authors¡¯ findings highlight the essential role of these pedagogies in fostering a holistic societal approach to ESD and climate education. Finally, this article illustrates exemplary ways in which educators, learners and community members can effectively apply AOPs for ESD, including a checklist to assess and redesign existing ESD into transformative climate action with community-based, action-oriented learning.