In the context of a major socio-ecological crisis, such as the one facing our current societies, educating agents of change appears at least to be an eye-catching educational orientation. However, a documentary research has shown that the current proliferation of training courses known as agents of change or changemakers (both in formal and non-formal settings) is not based on a repertoire of ideas and theories relevant to the scope, gravity and complexity of the context of plural crisis which our societies are confronted with. The objective of this article is to present a summary of the results of a master's degree research in environmental studies that looked at the development of theoretical and practical benchmarks for thinking and implementing programs seeking to educate change agents in academia, in the context of an eco-societal transition. The results highlight the subversive, critical and emancipatory dimensions of such training.